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COPYRIGHT DEPOSIT. 



The Teacher, The Child, and 
The Book 



OR 



PRACTICAL SUGGESTIONS AND METHODS 
FOR SUNDAY-SCHOOL WORKERS. 



By 
A. F. SCHAUFFLER, D. D. 

AUTHOR OF « WAYS OF WORKING," ETC. 



With a Foreword by the late 
Dwight L. Moody 




BOSTON AND CHICAGO 
W. A. WILDE COMPANY 



THE LIBRARY OF 

CONGRESS, 
Two Copies Received 

MAY. 16 1902 

SIIGHT ENTRY 
AC Kfot 
Ct-XXc. No, 

COPY B. 



-v 



d & 



<&> 



COPYRIGHTED, I9OI 

By W. A. WILDE COMPANY 

All rights reserved 



THE TEACHER, THE CHILD, AND THE BOOK 



Foreword 

I think the time has come to sound a warning in no 
uncertain tone in regard to the Bible. On all sides we 
hear people complaining of the spread of infidelity, and 
of the difficulty of keeping young people in the church. 
If Sabbath-school teachers and Christian workers in 
general believed more firmly in the Old Book, and pro- 
claimed their belief, we should not have so much cause 
for complaint. 

Childhood is the best time to train one in the Bible. 
Verses and lessons learned in early years are seldom 
erased from the memory. It is often the only time for 
such training. When a boy goes to school, and from 
school to college or into business, he has other studies 
and duties to occupy his attention, and unless he has 
previously been grounded in the Word the deficiency can 
hardly ever be made good. The training that Timothy 
received is what is needed to-day : " From a child thou hast 
known the Holy Scriptures." Scholars catch the spirit 
of their teacher, and whether the teacher is a firm or a 
lukewarm believer in the Bible the class will grow up 
with the same spirit. 

A soldier is not worth much in battle if he has any 
doubts about his weapon, and I have never found a man 
who has doubt about the Bible, who has amounted to 
much in Christian work. When a teacher or minister 

iii 



IV FOREWORD 

uses his penknife on the Bible, clipping out this and that 
part because it contains the supernatural or something he 
cannot understand, his teaching is sure to produce a crop 
of infidels. 

It has come to be quite common among Sabbath-school 
teachers to say, " We don't care for the Old Testament. 
We will confine ourselves to the gospel, that is, the New 
Testament." Jesus Christ quoted from no less than 
twenty-two out of the thirty-nine books of the Old 
Testament. He connected the story of Jonah and the 
whale with his resurrection, the stories of Noah and of 
Lot with his return. In a hundred ways he set his seal 
upon the Old Testament. Shall the servant be above his 
Master ? 

This is one reason why I think quarterlies and lesson 
leaves ought to be used with great discretion. No matter 
how young children are, they should be taught that the 
Bible is one book, that the Old Testament is one with the 
New. In many Sabbath schools you will find classes 
that have not a single Bible amongst the scholars ; the 
result is that boys and girls are growing up without 
knowing how to handle the Bible. At the age of seven- 
teen I went to Boston. One day I went to Sabbath 
school, and somebody handed me a Bible and told me 
that the lesson was in John. I hunted all through the 
Old Testament but could not find it. The teacher saw 
my embarrassment and handed me his Bible. I put my 
thumb in the place and held on. Why is it that boys 
don't want to go into Bible classes? Because they 
don't want to show their ignorance. They ought to be 
taught how to handle the whole Bible, and it can be done 



FOREWOKD V 

by teachers taking the Bible into the class and going 
about it at once. 

Very few Sabbath-school teachers think of studying 
the Bible for their own good. They study the lesson in 
order to give it to their classes, which of course is very 
proper ; but they do not feed upon it for their own souls. 
If we want a real quickening, we must get the Word into 
our own hearts, and then " out of the abundance of the 
heart " the mouth will speak. 

I pity any man or woman who has to depend on helps 
and commentaries all the time. "What the world wants 
to-day are men and women who can feed themselves and 
afterwards break the Bread of Life to others. It is 
remarkable how little light commentaries shed on the 
deeper meaning of Scripture. Use them by all means so 
far as they go, but depend rather on the Holy Spirit. It 
is his office work to lead you into " all truth." Kemem- 
ber the promise of our Lord : " But the Comforter, 
which is the Holy Ghost, whom the Father will send in 
my name, he shall teach you all things, and bring all 
things to your remembrance, whatsoever I have said unto 
you." Kouse yourself to the study of the Bible and ask 
God's help. He will not withhold it. 

I close with the same thought with which I began. 
Believe the Bible, the whole Bible, with every fibre of 
the body. Not a mere verbal faith, but a faith that 
shows itself in your life. This is the only sure founda- 
tion for a healthful Christian character. Your influence 
over your scholars will then help to check the dry rot of 
unbelief which, they say, is rife among young people. 

D. L. Moody. 



Preface 



This little volume deals with The Teacher, the Child, 
and the Book. It endeavors to give to the teacher some 
information concerning methods of work which have 
been found practical and helpful by others. It does not 
claim that this book covers completely the field of Sun- 
day-school work. That has been done by the author in 
another little volume called " Ways of Working." No 
material found there has been reproduced in this little 
volume. 

Under the heading of " The Child " an attempt has 
been made to make clear to the teacher some of the 
essential characteristics of child nature. The teacher 
must know himself and the child as well, otherwise he 
will not be able to do his best work. 



vn 



CONTENTS 



CHAPTER PAGE 

I. THE TEACHER'S SEVEN HELPERS 1 

II. THE TEACHER'S VARIED CALLING 12 

III. THE TEACHER'S MISTAKES 23 

IV. THE TEACHER'S PERSONAL CHARACTER .... 35 
V. USE OF THE IMAGINATION 47 

VI. THE TEACHER'S LIBRARY 57 

VII. OBJECT TEACHING 68 

VIII. HOW TO SECURE HOME-STUDY OF THE LESSON . . 80 

IX. THE SUNDAY SCHOOL A FOUR-IN-HAND TEAM . . 89 

X. THE TEACHER'S BEST FOUR THINGS 100 

XI. DEVOTIONAL SERVICES 109 

XII. SUNDAY-SCHOOL FINANCES 120 

XIII. SUNDAY-SCHOOL ARCHITECTURE 131 

XIV. CHILD NATURE 141 

XV. STUDY OF THE CHILD 152 

XVI. STUDY OF THE CHILD (CONTINUED) 164 

XVII. STUDY OF THE CHILD (CONTINUED) 176 

XVIII. THE CHILD IN THE KINDERGARTEN 192 

XIX. THE CHILD IN THE KINDERGARTEN (CONTINUED) . 205 

XX. BIRD'S-EYE VIEW OF THE GOSPELS 216 

xxi. bird's-eye view of the acts 228 

xxii. life of our lord 240 

xxiii. life of our lord (continued) 252 

xxiv. life of our lord (continued) 262 

xxv. life of our lord (continued) 272 



THE TEACHER, THE CHILD, AND 
THE BOOK 



CHAPTEK I 

THE TEACHER'S SEVEN HELPERS 

TWO EYES — TWO EARS — TWO HANDS — TWO FEET — ONE 
MOUTH— ONE MIND— ONE HEART 

A first-class superintendent will, sooner or later, 
have a first-class school ; for, if it be poor when he takes 
it in charge, he will by degrees remedy the deficiencies, 
and so raise its grade in time. So, too, a first-class 
teacher will, sooner or later, have a first-class set of 
scholars. It may take time to accomplish this, but it 
will come in due time, for the teacher will never rest till 
she has brought it about. If the school have a good 
superintendent, this result will be reached very quickly, 
for with a good superintendent a good teacher can ac- 
complish wonders with great rapidity. But even if the 
superintendent be not as good as he should be, the teacher 
can still bring great things to pass by persistent work. 

l 



Every teacher has seven assistants, at least, to help 
her in her work, and to these I want to call attention. 

Each teacher has two eyes. Wonderful helpers these 
may be. Yet I have seen some teachers with two eyes 
who acted as though they were blind. Eyes are given 
to see with. With them we study the lesson, and so 
prepare ourselves for the work of the class. What, then, 
shall we say of that teacher who comes to the class un- 
prepared ? Only this, that she has not made use of the 
helpers that God has given to her. But our eyes are not 
only to be used in the preparation of the lesson, but in 
the work in the class as well. The teacher with two 
good eyes should see to it that each scholar in the class 
has a singing book and the text of the lesson before her. 
Eyes are given to us that we may see to it that our 
scholars are comfortably seated, especially in the 
primary classes, where we often let the children sit in 
most uncomfortable places, and, as a result, find that 
they do not behave themselves properly. The teacher 
who does not see when her scholars are misbehaving is 
acting as though she were blind. And yet I have fre- 
quently seen great disorder in a class, of which the 
teacher seemed to be utterly oblivious. Pray, what was 
she doing with her eyes ? 

The eyes of the teacher were given to her in order 
that, among other things, she should watch what goes on 
on the platform. As soon as the bell sounds for order, 
the teacher's eyes should be directed to the platform, so 
as to set a good example to her class. If the teacher's 
eyes are roaming around the room, she may be sure that 



THE TEACHER'S SEVEN HELPERS 3 

her scholars will follow her example. This attention to 
the platform need not, however, make her unconscious of 
what is going on in the class, for the eye is very quick, 
and she can at the same time be watchful of the class, so 
as to check any disorder that arises during the devotional 
exercises. Let the teacher, therefore, realize that her 
eyes are great helpers in all her work, and that if she 
fails to use them she will probably fail in her work. 

Each teacher has two ears. Many a teacher acts as 
though, while the scholars had two ears, she had only a 
mouth. She talks and talks, and gives the scholars but 
little chance to use their mouths. Ears are given us to 
use, and the teacher should use her ears in teaching, as 
well as her other organs. Let her be a good listener as 
well as a good talker. Hear what the class has to say. 
Sometimes you will learn more about the real "inward- 
ness " of your scholar through what the scholar says 
than in any other way. One day a scholar of mine said 
to me, "I never knew that Jesus Christ was crucified 
four times." This revealed to me that she had been 
reading the four gospels through, and thought, there- 
fore, that, since each of them told of the crucifixion, 
Jesus was nailed to the cross four times. In this way I 
found out her mistake and was able to correct it. 

This shows how important it is for the teacher to 
listen to what the class has to say, for in this way she 
can correct serious blunders. But the teacher will also 
use her ears to get at the troubles that scholars have in 
their lives, Every scholar has troubles that are hard to 



AND THE BOOK 

bear. If the teacher uses her ears aright these troubles 
will be told to her, and she can then encourage and sym- 
pathize with her scholar, and in that way gain a great in- 
fluence for good over the child. You can do much 
better work in the class when you have in this way 
learned to know what your scholars are thinking about, 
and what are the burdens that they are bearing. 

The teacher should also use her ears to hear what the 
superintendent has to say. I know some teachers who 
think that, as soon as they have done talking, their work 
for the day is over. They then sink back into a kind of 
listlessness, and let things take their own course. Of 
course their scholars follow the example of their teacher. 
Pay attention, then, to the review and to the notices, 
and your scholars will be influenced to do the same. 

Each teacher has two hands. These are great helpers 
in our work. In the first place, they are given to us to 
greet our scholars with most cordially on Sunday. A 
warm hand-shake is a wonderful power in Sunday- 
school work. I once went into a strange school, and the 
superintendent looked at me, but never gave any sign 
that he really saw me, much less, that I was welcome. 
I remember I thought, "If you are short of teachers, 
you may be sure that you would never get me to take a 
class, for you lack cordiality. " Welcome your class with 
a grasp of the hand, and shake hands with them as 
they leave the school. It will do them good, and you 
as well. I have an idea that in this shaking of hands 



THE TEACHER'S SEVEN HELPERS 5 

there is more power if the gloves are off than if they are 
on. A glove is a kind of non-conductor. At least so it 
seems to me. 



Hands may be used to minister to our classes in many 
ways. You can use them to put up a basket of fruit, or 
a bouquet of flowers which you take or send to your sick 
scholar. If your scholar is poor, and you visit her, 
hands can be used to smooth the pillow, and give the 
sufferer some cooling drink. Hands may be used in 
setting the room to rights a little, if it is out of order. 
Ministering hands may be a mighty help to the teacher 
in all her work. I knew of a boy whose father had 
passed away. Before the funeral services, the boy said 
to his mother, " Mother, let me see father once more." — 
" What do you want to see him for ? " said the mother. 
" I want to look at his hind hands again," said the boy. 
What a testimony to this father's hands that was, for the 
child realized that those cold hands had ministered to 
his many childish wants. So the teacher may use her 
hands for the welfare of her class. 

With hands loving letters are written. Letters are a 
great- power in all of our work. The scholar who, on 
her birthday, gets a letter from her teacher, with con- 
gratulations and good wishes, is pleased. That scholar 
is much more likely to study the lesson for the sake of 
that teacher than if no such attention were paid to her. 
The parents, too, appreciate this thoughtfulness, and you 
will find that it pays in a number of ways. 



6 THE TEACHEK, THE CHILD, AND THE BOOK 

Every teacher has two feet. With these, one of the 
first places to which she should go is to the teachers' 
meeting. No first-class teacher neglects this, for here 
she gets much that will help her in her work in the 
class. Here, also, the good teacher can help others who 
have not the advantages that she has. 

But feet suggest visits to the members of the class. 
The good teacher is a great traveler. She sees her 
scholars in their homes, and there learns what their sur- 
roundings are. In this way she can all the better adapt 
her teaching to the wants of those who are committed 
to her care. How can she teach well unless she knows 
what the home influences are to which her scholars are 
exposed ? 

If her scholars are never at home at such times as she 
can visit them, her feet will take them to their places of 
business. Not that she can make long calls on them 
there, for that is neither possible nor profitable. But 
she can show an interest in them by just dropping in, and 
saying, " How do you do ? " I knew a most successful 
Bible class teacher in this city who had a class of about 
one hundred young men, who knew all of their employers, 
and who visited all his young men in their places of 
business as well as in their homes. When he died, I 
saw ninety young men gather around his coffin to take 
a last look at the face of their loved teacher. His 
power over the men was wonderful, and I would fain 
believe that a large part of it was won by his incessant 
visiting. 

Especially in times of sickness will the teacher's feet 



THE TEACHER'S SEVEN HELPERS 7 

be used, for a visit at such times is worth two in ordinary 
times. It is then that the scholar feels the most lonely. 
Then, too, he is more accessible than at ordinary times. 
A visit then, with perhaps a bouquet of flowers, or some 
little delicacy, is most keenly appreciated by even the 
dullest scholar. It does not take as much time as some 
people think to visit an ordinary class. One afternoon a 
week is abundantly sufficient for all practical purposes. 
And if that much cannot be given, then one afternoon a 
month will do wonders. But that teacher who never 
visits her class loses much in power over her scholars. 

Every teacher has one mouth. This ought to convince 
us all that we cannot do all of our work with our mouths. 
Yet many teachers think that if only they use their mouths 
enough, they have discharged all of their duty. If God 
had intended this to be the case, I think he would not 
have given us so many other helpers. But since we have 
two eyes, two ears, two hands, and two feet, while we 
have only one mouth, it seems as though we were to do 
much more with the other helpers than we usually do. 
Do you not think so, too ? 

Yet with all this, the mouth is the most important 
helper in all of our work. Words are a wonderful 
power. If the teacher comes to the class well prepared, 
she may expect to accomplish much good with her class. 
But not only in the class ought we to make good use of 
our mouths, but out of the class as well. I think that 
sometimes words that are spoken to the scholar outside 
of the class have even more power than those spoken in 



8 THE TEACHER, THE CHILD, AND THE BOOK 

the class. The scholars rather expect to be taught in the 
hour of teaching. But if a teacher watches for oppor- 
tunities to speak to the scholar about his salvation when 
the class is done, it seems to have all the more power. 
As a preacher, I have found this to be true. I have 
really found more of fruitage from words spoken out- 
side of the pulpit than from words spoken from the sacred 
desk. 

But since words spoken are so potent in their possi- 
bilities, we should be more careful that all of our words 
should be well chosen. We have much need to pray, 
" Open thou my lips, and my mouth shall show forth thy 
praise." If God opens the door of our lips, then our 
words will be with power. Otherwise I fear that they 
will fall like seed by the wayside, which the birds of the 
air will soon catch up, and it is gone. 

Every teacher has one mind. This it is that directs her 
in the use of all the other helpers to which we have 
alluded. If this mind is well stored with that which is 
useful, the scholar will get the benefit of it all. But if 
not, then the scholar is the loser. There are many 
teachers, I fear, who know much more about the latest 
novel than they do about the Word of God. There are 
others who know more about music, or about art, or 
about society, than they do about that which they are 
trying to impart to their classes. This is all wrong. If 
the salvation of those scholars that are committed to our 
care is of the most vital importance, then we should take 
all possible pains to be well informed about that which 
is to them the "power of God unto salvation," and 



THE TEACHER'S SEVEN HELPERS 9 

which is able to " make them wise " unto eternal life. Is 
not this so ? 

Therefore, every teacher should aim to know the Word 
just as well as it is possible for her to do. She ought to 
study so as to know what are the important truths that 
her scholars must know. She ought to know the history 
of the times in which the lesson lies, so as to be able to 
make the narrative a living thing to those under her 
charge. Only in this way can she make the lessons really 
interesting. Many a teacher complains that her scholars 
are dull, when the real difficulty is that she herself is 
dull. She does not know enough to teach, and worse 
than that, does not know that she does not know. 

She ought to know more than this. She ought to 
know the nature of the material on which she works. 
See ; there is the teacher, and there the class in front of 
her. In her hand she has a book, which is the Word of 
God. What is her business ? It is to get that book into 
that class. That and nothing else is her business. But 
if she does not know anything about child nature, how 
can she in the best way get that book into that class ? 
It is simply impossible. Every teacher, therefore, should 
study child nature, so that she may know not only the 
book, but the child as well. Then there is a good chance 
that that book will get into the mind of that child. 

Every teacher has one heart. If she has no heart, she 
has no business to be a teacher at all. If things are on 
a right basis, it is the heart of the individual believer that 



10 THE TEACHER, THE CHILD, AND THE BOOK 

first leads her to want to be a teacher at all. Even a 
public school teacher cannot do her best work unless she 
loves her scholars. Love-work is what tells even there. 
And if this is the case in public school, how much more 
so in Sunday school. Without heart, good work is simply 
impossible in our classes. 

Teacher, let me ask you, " Do you want to do the best 
work possible for those under your charge ? " You say 
"Yes." Well, then, let me ask you another question. 
" Do you love your scholars ? " If you do not, the sooner 
you learn to do it the better. Love will lead you to bear 
with them in their frailties ; it will give you patience 
with them when they are trying in their deportment. It 
will help you to sympathize with them in their sorrows, 
and lead you to try and help them bear their burdens. 
If they fail in their efforts to live a consistent Christian 
life, love will lead you to bear with them, and try and 
win them back to the better path. Nothing but love 
can do all this : but all this must be done, if you would 
do your best work for them. 



Love will add intensity to your prayers for those whom 
you teach. Many a teacher does not pray for her scholars 
by name, simply because she does not love them indi- 
vidually. If she did, she would pray for them one by 
one. No effort would be too great if the teacher were 
animated by this most divine of all the graces. Eemem- 
ber, if God had not loved this world, he never would 
have sent Jesus to die for sinners ; and if Jesus had not 
loved us, he never would have come to this poor earth. 



SEVEN HELPERS 11 

Love lies at the bottom of all service, whether human or 
divine, and without it the teacher is but a poor worker. 

See, then, what we have reached. We have reached 
the mainspring of all our work when we come to the 
point of HEART. It is there that the impulse must be 
found for all our work. If the heart is right, all else will 
fall into line. For the heart will dictate to the head, and 
command it to be well informed so that its work may be 
well done. The heart will compel the feet to travel to 
the homes of the class. The heart will suggest to the 
hands what they can do for the welfare of the individual 
scholar. No work will be too great for the hands if only 
the heart is on fire with love. The heart will put words 
into the mouth of the teacher, so that her words will 
come with persuasive power. All that is needed of sym- 
pathy will be apparent, if only the heart first feels it. 
The heart, again, will sharpen the ears so that all may 
be heard and heeded that will advance the interests of 
the scholar. The heart will make the eyes quick servants 
of love, so that they will see all that needs to be seen, 
that makes the teacher more effective. If the heart be 
positively right, all else will be right. But, on the other 
hand, if the heart be wrong, or if it be only half a heart, 
then nothing else will be what it should be. There is no 
substitute for heart in our work. In a very true sense, 
for the Sunday-school worker all of the issues of life are 
out of the heart. 



CHAPTEE II 

THE TEACHER'S VARIED CALLING 

BY MRS. A. F. SCHAUFFLER 

CALLED OF GOD — AS BUSINESS MAN — COMMITTEE MAN — 
VISITOR — FRIEND — PATRIOT — PEACEMAKER — LITERARY 
GUIDE — STUDENT — GIVER 

Dr. Stalker, of Glasgow, has written an admirable 
book called The Preacher and His Models, and the 
different chapters have headings like these : " The 
Preacher as a Man of God " ; " The Preacher as a 
Patriot"; "The Preacher as a Man of the World"; 
" The Preacher as a Thinker," etc., etc. Much of the 
book is as well adapted to teachers as to preachers, for is 
not a teacher also a preacher? But as the book is too 
long to be read by every one, let us look at the teacher's 
work along similar lines and see what lessons can be 
learned. 

The teacher called of God. Dr. Stalker says plainly 
that for a preacher there must be a call to the ministry 
distinct from the experience of personal salvation. " The 
outer must be preceded by the inner; public life for 
God must be preceded by private life with God ; unless 
God has first spoken to a man, it is vain for a man to 

12 



THE TEACHER'S VARIED CALLING 13 

attempt to speak for God." How many teachers lightly 
and carelessly take up the work of the Sunday school 
for reasons entirely inadequate to the importance of the 
task. Some love the social element, some the dignity of 
office, some are fond of children, some undertake the 
duties because they are ashamed to do nothing, and this 
seems the easiest gate of service to slip through. O 
teacher, stop and ask yourself the question, " Why did 
I become a teacher ? " If the answer does not satisfy 
you, do not give up your class on a sudden impulse, 
but think and pray over the matter until you realize the 
true motive which should impel you to undertake this 
office, and then with renewed consecration bend to your 
work. 

The teacher as a man of business. Character, character ', 
character — there lies the foundation of all good work. 
If the foundation of a building is insecure, where is the 
beauty or safety of the superstructure ? The Sunday- 
school teacher should be prompt in meeting engagements, 
prompt in replying to letters, accurate in money matters, 
willing to serve on committees, and willing to yield 
gracefully if out-voted in teachers' meetings. In short, 
he should act as he would do if elected to a directorship 
in a prosperous bank or railroad, where he very much 
wishes to hold his position. 

The teacher as a committee man can do much to build 
up the school and increase its usefulness. Be willing to 
give a little time to committee work, so that wise decisions 
may be reached in regard to Christmas festivals or mid- 



14 

summer picnics. Above all things, do not refuse to work 
on these committees and then find time to criticise 
harshly the work of others. Perfection in result depends 
upon great attention to details. A Sunday-school anni- 
versary, which moves on smoothly from the opening 
hymn to the closing prayer, has had some one planning 
each step, and wisely combining the different elements 
of power available. Be an unselfish worker, always 
willing to do the hidden work which brings no praise of 
man, but which is of value in the eyes of the Lord. Is 
there not a special blessing promised to those who are 
faithful in the things which are least ? 

The teacher as a loyal member of the school. When 
once you have thrown in your lot with the Sunday school 
of your choice, be loyal to its superintendent, to its officers, 
to its mode of working, to its teachers' meeting. By this 
it is not meant that you should not advocate a change in 
any department if it seems to you best. But what is 
meant is, that until the change is brought about, by an 
honest vote of the majority of workers, you should loyally 
follow the present plan, and, above all things, that you 
should abstain from adverse criticism. How seldom such 
criticism does any good, and how often it does lasting 
harm ! I know a little girl who was brought up to a 
sweet, unselfish womanhood, under the kind smile of a 
father who always said, "What a good little girl!" 
When she was asked in later life why this method of 
training had not spoiled her, her answer was, " Father 
always took it so for granted that I was good, that I was 
ashamed to be bad." Try this plan on your superin- 



THE TEACHER'S VARIED CALLING 15 

tendent, and praise his reviews and his leading of the 
teachers' meeting, until he will be ashamed to have them 
poor ! 

The teacher as a church member. The teacher should 
show by every way possible his understanding of the 
duties of a church member, such as regular attendance 
on church services, in good weather and in bad, the 
weekly prayer-meeting as well as the Sunday morning 
service. And in church his manner and attention should 
be a model to those about him. Listen as for your life 
is not too strong a way to put this duty. For how do 
you know in w T hat sermon or prayer-meeting talk is 
coming a direct call to you to "come up higher." 
Scholars have been known to owe their conversion to 
the reverent and attentive manner of their teachers in 
church, so that, beside your own profit, you must think 
of your example. 

The teacher as a visitor will be astonished at the way 
in which doors will swing open to his touch. " He who 
has his hand on the head of a child has it on the heart of 
the mother." Freddie's teacher has a welcome to the 
home which no one else enjoys, and Freddie's own 
dignity and sense of importance are wonderfully in- 
creased when his teacher calls. One rule about visiting 
is never to be forgotten. If it is impossible for }^ou to 
call often at the homes of your scholars, be sure that you 
go once. You cannot understand the child's blessings or 
the child's temptations unless you see the child's home, 
and realize what influences are at work there to help or 



16 THE TEACHER, THE CHILD, AND THE BOOK 

to hinder you in your efforts to build up the youthful 
character. Perhaps in calling at the homes of your 
pupils it may be your happy privilege to invite the 
parents to attend the church services. Many a little 
child coming into the Sunday school has been the means 
of bringing a whole family to church. 

The teacher as a friend. This heading makes the heart 
glow as one realizes the possibilities of helpful friendship 
between teacher and pupils. "A man to have friends 
must show himself friendly," and there is no other rule 
for teachers. But it seems to me that there is no relation 
in life which affords a better opportunity for the show- 
ing of this friendly feeling than that between teacher and 
scholar. Love is at the foundation of this privilege, as it 
is of that of so many other forms of service, and without 
it your friendship is an empty show. The friendship 
thus formed may be, nay, should be, for life. What a 
pleasant thing it is to hear a middle-aged man or woman 
speak of one much older in tones of loving regard and 
with the brief explanation : " He was my Sunday-school 
teacher." The relation between scholar and teacher 
should be so close and true that only death should sever 
it, and death itself should only cause a temporary break 
in a friendship which has been formed not only for time, 
but for eternity. 

The teacher as a patriot. There is certainly a lack in 
patriotic training in our churches and Sunday schools. 
Listen, next Sunday, and see if your minister prays for 
the President and for all in authority in your own State. 
In many churches this is entirely neglected. I can think 



17 

now of two ministers conspicuous for the service which 
they have given to the church of God, and I cannot 
remember that I have ever heard either of them pray for 
our country or our President. Train the children to 
deep interest in the best progress of our beloved land. 
Hold up the standard of obedience to the civil law very 
high, and set before them the possibilities of successful 
effort on behalf of their country. 

" What," says Alfred de Vigny, " is a great life ? It is 
a thought conceived in the fervent mind of youth, and 
executed with the solid force of manhood." 



As a peacemaker, what opportunities open up before 
a watchful teacher. Sometimes a friendship which has 
been regarded with pleasure in the class as being helpful 
to two scholars comes to an abrupt end. One pupil 
stays away from Sunday school, or, coming at the last 
moment, sits as far as possible from the one who was 
shortly before the inseparable companion, and the 
teacher, who is on the alert, may find here a golden 
chance to win the reward promised to the peacemaker. 
Many times the only remedy that is needed is the " light 
of day," which, shining in on the supposed slight or 
spiteful remark, takes away all the sting, and leaves the 
wounded heart healed as by magic. Ask in a pleasant, 
cordial way what the trouble is, and, having ascertained 
the cause, go to the parties and see if the difficulty can- 
not be explained in a satisfactory way. Sometimes the 
only trouble lies in the old story, " He said, that you 
said, that I said," etc., and a clear-headed sifting of this 



18 THE TEACHER, THE CHILD, AND THE BOOK 

statement shows that there was no foundation for the 
report at all. 

The teacher as a literary guide has rare chances to 
influence the characters of his scholars. Tell the schol- 
ars of good and helpful books, and induce them to read 
such books by your own glow of enthusiasm. If neces- 
sary, buy, from time to time, a good book, and lend it to 
different members of the class, until all have read it. If 
it can be a new book, all the better, as young people are 
apt to take more interest in something that is very fresh. 
Encourage them to read good biographies, and the 
lessons learned from such lives as that of Lord Shaftes- 
bury or Catherine Booth will stand them in good stead 
in the battle of life. Sometimes a beautiful poem read 
in connection with the lesson will both illustrate the text 
and elevate the taste of your scholars. Think of these 
things, watch, plan, take pains, and you will be as- 
tonished at the chances which present themselves for up- 
lifting your pupils and putting them on that higher plane 
of living where you would like to see them. 

The teacher as a student of the Word. Alas, how 
many fail to recognize this privilege in its best sense ! 
How many wait until Saturday night or Sunday morn- 
ing, and then run hastily over the Lesson Helps and go 
to their classes with a half-digested mass of facts and 
moral teachings, with no plan of the lesson, and no defi- 
nite idea of the main thought to be brought out. 
" Brethren, these things ought not so to be." Begin 
early in the week and take hold of the lesson text and 



19 

let it simmer (for want of a better word) in your mind. 
Get the plan of the way you mean to teach clearly be- 
fore you, and then beware of the danger of side tracks. 
If any one should ask you suddenly as you enter Sunday 
school, what truth are you going to emphasize from to- 
day's lesson, be ready with your answer. Study God's 
Word independently of the Sunday-school lessons for 
your own good. Take up one of the epistles and write 
out an epitome of its teachings without any outside help 
whatever, and you will be surprised to see how well you 
will understand the book when you have finished. 

The teacher as a man of prayer. I know one man of 
whom I never think without realizing, " He is a man of 
prayer." Do your scholars think thus of you ? Do you 
pray with them ? Do you pray for them ? Do you 
teach them how to pray ? Do you believe in prayer ? O 
teacher, prayer is a power which lies in your hand ; be care- 
ful lest you neglect or lose it. Your work will be of no avail 
without God's blessing, and God's blessing will not come 
unless you ask for it daily, humbly, and confidently. Empty 
your heart of self and God will fill it with his Spirit. He 
is faithful who has promised. Be careful reverently to 
bow your head and close your eyes during the public 
prayers in Sunday school, but be careful also that your 
scholars do the same. I have seen a teacher with closed 
eyes devoutly joining in a prayer while her scholars were 
laughing and whispering around her. Speak to them, 
one by one, about reverent behavior during prayer, and 
try to show them what it really means to approach the 
Lord in prayer. 



20 THE TEACHER, THE CHILD, AND THE BOOK 

The teacher as a conscientious giver has a good oppor- 
tunity to influence his scholars. How they watch, how 
they comment on all that the teacher does ! The teach- 
er's example in giving is felt by the whole class. It is 
not the amount given so much as the spirit of the gift 
which tells. "Not grudgingly, nor of necessity," says 
the Bible, " for God loves a cheerful giver." So let your 
gifts be in proportion to your means, and give gladly 
for the spread of Christ's kingdom. Do not speak glibly 
of missions and then withhold the money which is 
needed to send the gospel message to those who are in 
darkness. Feel deeply in your own heart what a priv- 
ilege it is to give, and thus show that you feel it, both 
by example and precept ; urge the scholars to form a 
definite plan for giving, whether it be a cent a week 
or a cent a day, and then encourage them to adhere to 
that plan, always making up the amount when neces- 
sarily absent a Sunday. By the way, do you always 
make up the amount of your own offering when you 
happen to be absent ? 

As a leader in work for missions, what an opening 
presents itself to the teacher who is full of interest in 
the progress of the kingdom. In every Sunday school 
some offerings are made for missionary causes. Acquaint 
yourself well with the object presented, and show how 
much good may be done even with small sums. There 
is a capital little missionary leaflet, called " If They Only 
Knew," published by the Methodist Board, which, it 
seems to me, every teacher ought to read. If our young 
people " only knew " the needs in heathen lands ; if they 



THE TEACHER'S VARIED CALLING 21 

" only knew " the value of the help they send, it seems 
to me the treasuries of our boards would never be empty. 
But how can they know unless they be taught? The 
life stories of God's servants on the foreign field are as 
helpful in showing his protecting care and his blessing 
on the work as are the histories of the early apostles. 
Let your scholars know of the missionary heroes whose 
lives illumine the darkness of heathen lands, and give 
token of the brightness which is to glow there when the 
gospel truth shall have full sway. Encourage them to 
read such books as " Mackay of Uganda," " Gilmour of 
Mongolia," " The Personal Life of David Livingstone," 
or Mackay's fascinating story of " Far Formosa." Such 
books as these have not a dull page between their covers, 
and will be read to the very end by those who read the 
first chapter. 

If home missions are the object for which money is 
raised, tell the boys of Marcus Whitman and his famous 
ride, or let them know the needs of Alaska. Tell them 
of Hampton Institute and the splendid service of General 
Armstrong, or show what Booker Washington has done at 
Tuskegee. Many of these facts can be woven in with the 
teaching of the lesson as illustrations, but by any means 
get these facts into the minds of the children. Let the 
good drive out the bad. A mind that is full of such 
heroes as Carey, or Morrison, or Williams, will not easily 
be attracted by the dime novel or the "penny dreadful." 

The teacher must think of himself as a model. Can 
you say as boldly as Paul did of old, " Those things 
which you have seen in me do " ? Oh, how carefully we 



22 THE TEACHER, THE CHILD, AND THE BOOK 

should walk through life, did we only realize as we 
should, that the children's bright eyes are watching all 
the time. Will some child learn to listen attentively to 
the sermon on Sunday because of your example ? Will 
the young man in your Bible class lead in prayer in the 
prayer-meeting because you are always willing to do so ? 
Will the pupils in your class refrain from sharp criticism 
of pastor or superintendent because they have never 
known you to utter a word of such criticism ? 

The teacher's model is Christ. Dwell on this thought, 
and the way to be an ideal teacher will open out before 
you in the plainest way. Jesus Christ pleased not him- 
self. He went about doing good. Let this mind be in 
you which was also in Christ Jesus our Lord, that in 
everything ye may be enriched by him, so that ye come 
behind in no gift. 



CHAPTER III 

THE TEACHER'S MISTAKES 

UNDERESTIMATING YOUR WORK, OR YOURSELF — CHILDREN 
TOO YOUNG TO BE CONVERTED — NOT TO VISIT AND WRITE 
TO SCHOLARS — TO BE CARELESS IN STUDY — TO BE ABSENT 
WITHOUT GOOD CAUSE — NOT TO PRAY FOR SCHOLARS BY 
NAME — ETC. 

Mistakes are what prevent us from succeeding better 
in our work, so this chapter I shall try and set forth some 
of these mistakes into which teachers fall, in the hope 
that some, at least, of those who read these words may 
be helped by them. No one lives who has never made 
any mistake. The only difference between the wise and 
the foolish is that the former try to avoid mistakes and 
are grateful when they are pointed out, w T hile the foolish 
pay no attention to the matter anyway. 

It is a mistake to underestimate your work. " Only a 
class of Sunday-school scholars," you say. Yes, but that 
word " only " means much. The work that you as teacher 
do reaches far, for it affects the life of your scholar here 
and hereafter. Many a boy has received such an im- 
pulse for higher and better things from his teacher that 
it has been a blessing to him w T hile life lasted. Not only 
has his life been made holier, but happier as well, by 
what he has got from the teacher whom he meets but 

23 



24 THE TEACHER, THE CHILD, AND THE BOOK 

once a week. As a matter of fact, it is a very solemn 
thing for the teacher to face her class, for she can never 
tell when she may utter a word that shall vibrate in that 
scholar's life to the end of time. And not only so, but 
that scholar may (and will) in turn influence others so 
that the word spoken for the right will, with God's 
blessing, go on indefinitely doing good. 

Eternal life, too, hangs on what the teacher does. The 
faithful teacher may expect that conversions will result 
from the teaching of God's truth, and what is there more 
important than this ? To underrate the work of the 
teacher is a woeful mistake. You cannot overrate it. 
Exalt, therefore, your office and realize that to you is 
given a work that angels might well covet. 

It is a mistake to underrate yourself. Some never make 
this blunder, but there are many, and especially those 
who are self-distrustful, who do. They think that noth- 
ing can be accomplished by their teaching. Now all 
that you say about your lack of talent may be true, and 
yet God may have a great work for you to do. If he 
can perfect praise out of the mouth of babes, why not 
out of yours ? If the Master could use the five loaves 
and two fishes of the poor boy, why cannot he use your 
poor talents to good purpose ? True, you, all by your- 
self, cannot accomplish much, but neither can the wisest 
man in the world. Even a Gladstone cannot bring one 
child to repentance by his own unaided power, but you, 
plus God, can do much which God alone will not do. 
We are colaborers with him, and must not underrate our- 
selves, provided only that we lean on his arm. One man 



THE TEACHER'S MISTAKE 25 

drew a bow at a venture once, but God so directed that 
arrow that it smote a king (1 Kings 22 : 34). So it may 
be with your words, even next Sunday. If God directs 
them, there is no knowing what they may not accom- 
plish. Yes, do not underrate yourself. 

It is a mistake to suppose that your children are too 
young to be converted. Pray how long do you think a 
child must wait before it can learn to love God ? How 
long do you think it must grow up in sin before it can 
learn to do the right ? We have very wrong ideas about 
these matters, I am sorry to say. I believe that a child 
can love Jesus and try to please him just as soon as it 
can learn anything. The younger it begins its Christian 
life the better for it, and for all with whom it associates. 
Perish then the thought that a child must first grow 
hard in sin before it can be softened by divine love. We 
must learn of Christ himself in this matter, and not 
from his disciples. These latter wanted to keep the 
children away. At this he was very much displeased, 
and took the little ones in his arms and blessed them. Is 
he any less loving to-day ? 

It is a mistake not to visit your scholars in their homes. 
I much fear that many teachers do not do this. Either 
they have never been told that this is a part of their 
duty as teacher, and of their privilege as well, or, know- 
ing that this is so, they have for one reason or another 
neglected it. It is some trouble, I know, but no teacher 
can do the best possible work without this visitation. 
By going to the homes of your scholars you learn their 



26 THE TEACHER, THE CHILD, AND THE BOOK 

surroundings, and, of course, will also know better how 
to teach them on the Sabbath. Besides this, visiting 
cultivates a spirit of friendliness between teacher and 
scholar which can be produced in no other way. " But," 
you say, " I have no time." That is not quite true. You 
may have little time, but " no " time is not the fact. 
We all have some time, and if what we have is used we 
can do much in the way of visiting our classes. 

It is a mistake not to write to your scholars. For ex- 
ample, on the birthday of each one you might send them 
a letter of good wishes. In this way you will do much 
to win their affection. Do you not like to receive let- 
ters ? Well, all the more do they, for you get ten where 
they get only one. Besides this, you can say in a letter 
things which it is hard to say face to face. And a letter 
is read in silence, and is much thought over by the 
average scholar. If you are absent at the seaside while 
your scholars are at work they will prize a letter from 
you all the more. Yes, in letters lies a great but often 
unused power. Try it and you will soon bear witness to 
the fact that you have not used this power as you should 
have done. I know what I am writing about by per- 
sonal experience. 

It is a mistake to suppose that any class calls for little 
preparation on your part. There are some teachers who 
think that if they are to teach an adult class they must 
prepare most carefully, but if the class is one of young 
scholars they do not feel the need of such careful study. 
This is a dire mistake, for, as a matter of fact, the 



THE TEACHER'S MISTAKE 27 

younger the class the more the preparation needed. Al- 
most anybody can teach adults, for they know some- 
thing, but to teach those who know nothing, that is a 
hard thing. The younger, the more ignorant, the more 
careless the class, the louder the call for careful prepara- 
tion. Remember this, for it is a fundamental truth. 



It is a mistake to begin to study your lesson late in the 
week. There are many teachers who begin to prepare 
for Sunday on Saturday night, and I fear there are some 
few who do not commence till Sunday morning. It is 
not possible to do justice to the class, the lesson, or your- 
self in this way, for, in the first place, it hurries you, and 
no mind can do its best when it feels hurried. The work 
done in that condition is poor. The best time to begin 
for Sunday is not later than the preceding Monday. 
Then you have time to read and to study what others 
have said about the lesson. You can prepare illustra- 
tions and so " mull " over your lesson that it becomes a 
part of yourself. Such a lesson will be taught with en- 
thusiasm and will hold the class. It will have become in 
a sense your master, so that you will feel that you MUST 
teach it or die. When a teacher has in this way pre- 
pared the lesson the class will feel it at once and ac- 
knowledge the power of the well-prepared teacher. Mere 
surface knowledge of the lesson never begets confidence 
on the part of the teacher or enthusiasm on the part of 
the scholar. Begin, then, on Monday and give each day 
not less than one half hour to the lesson, and by Sunday 
you will be fairly aching to teach. 



28 THE TEACHER, THE CHILD, AND THE BOOK 

It is a mistake to study the lesson without knowing its 
proper surroundings. I mean by this that to study, for 
example, the story of Zedekiah, and yet not know the 
relationships of Assyria with Egypt and the rivalry be- 
tween these two nations, is to study in vain. No one 
can ever understand the history of Israel aright without 
knowing, at least, in some measure the two nations that 
at last brought the pride of Israel and Judah to the dust. 
So in the study of the New Testament story we must 
know something about the Roman and Greek worlds or 
we cannot have right ideas as to the times of the Master. 
That is, you must know much more than what is to be 
found in the lesson text before you can handle that 
effectively. Not that you are to use all that you 
know, — this would not be possible in the time that we 
have at our disposal in the school, — but that you must 
know much that you do not teach, so as to make your 
teaching effective. 

It is a mistake to suppose that your scholars follow 
only your teaching. They do more than this. In some 
measure, at least, they will follow your example. Happy 
that teacher whose scholars follow her teaching more 
closely than they do her example. But the frivolous 
teacher will have frivolous scholars ; the late teacher, 
late scholars ; the unruly teacher, unruly scholars. In 
all these things the scholar is but a mirror of the teacher. 
This is why a good, all-round teacher makes a good, all- 
round class. And, by the by, this applies to superintend- 
ents as well. In the long run, then, your scholars will 
be deeply influenced by what you are just as much as, if 



THE TEACHEK'S MISTAKE 29 

not more than, by what you say. How important, then, 
for you to BE as well as to SAY the right. 

It is a mistake to suppose that your absence is a small 
matter. You may imagine this to be the case, but you 
are wrong. No one can fill YOUR place in the class. 
An irregular teacher will soon ruin the best class that 
ever was gotten together. The class gets discouraged 
and " gives it up." I have seen class after class broken 
up in a Sunday school by the irregularity of the teacher. 
What do you suppose would become of a class in a 
day school if the teacher came one day and stayed away 
the next ? Unless the trustees dismissed that teacher the 
school would soon perish. How much more sure is this to 
happen in a Sunday school, which the parents are not 
half as anxious to have their children attend as they are 
to have them go to public school ! 

It is a mistake to study the Word without prayer. 
Of course it is very possible to study ordinary geography 
without prayer, and know it well, too ; but our work is 
very different from that of the secular teacher. We aim 
not only at a knowledge of geography, history, etc., but 
we aim at such a presentation of the truth to our classes 
that they shall meet with a change in moral character. 
For this change we look to the Holy Spirit, who alone 
can renew the human heart. It is he who inspired the 
writers of the Word, and he who must give us the right 
understanding of it, so that we may present it to our 
scholars in the right way. It is wonderful to see how 
prayer will open to us the practical riches of the Word 



30 THE TEACHER, THE CHILD, AND THE BOOK 

of God. We become clear-sighted, and divine what is 
needful for our scholars. As a matter of fact, the pray- 
ing teacher is the one who (other things being equal) 
will be the most successful teacher in winning souls for 
the Master. 

It is a mistake not to pray for your scholars by name, 
yet I am much afraid that there are teachers who not 
only do not do this, but who never pray for their scholars 
at all. I remember the first class which I ever taught — it 
was one of boys — but I do not think that I ever prayed 
for them either as a whole or by name. This was simply 
because I did not know any better. There was no lack 
of interest on my part, for I walked three miles each 
way to teach them. It was merely gross ignorance as 
to what my duty and privilege was. If a teacher has 
only six or eight scholars in the class, it will not be hard 
to pray for them each by name every day. If the class 
is large, as some primary classes are, then it might be 
well to get their birthdays, and pray for them on these 
days. But however it is done, the point is that the 
teacher should bear them before God in her prayer. 
This will give added earnestness to all her work for 
them. Remember, either prayer is a tremendous power, 
or it is nothing. But we know that the power of devout 
prayer is incalculable. Use it, then, and you will soon 
perceive that our God hears and answers prayer. 

It is a mistake to suppose that because your scholars 
have joined, the church, therefore you need not care for 
them as anxiously as you did before they became church 
members. It seems to me that this is the very time to 



THE TEACHER'S MISTAKE 31 

redouble your efforts. Church members are exposed to 
temptations just as much as others. They need nurtur- 
ing, so that they may grow in grace. But if the teacher 
is not watchful, soon they will begin to stray off, and be- 
fore you know it, they have become cold and careless. 
Many a backsliding might have been avoided if the 
teacher had been more anxious for the scholar. But the 
teacher thought that all was right, because the child 
was " a church member, }^ou know." We, as teachers, 
have a twofold object in view. The first is to lead our 
scholars to Christ for salvation, the second is to build them 
up in their most holy faith, so that they may become strong 
in the grace that is in Christ Jesus. This latter is just 
as important as the former, though it is much oftener 
neglected. 

It is a mistake not to avail yourself of your pastor's 
help and advice. He needs your help, and you need his. 
If you have any difficulty, go to him, and lay it before 
him, and ask for counsel. This will bring him to your 
aid. Of course I do not mean that the teacher is to run 
to his pastor with every trifle that comes up ; but when- 
ever there are spiritual difficulties to be solved, let the 
teacher feel free to ask his pastor what he had better do. 
In this way not only will he get help himself, but his 
pastor will be helped as well. Many a time it would be 
possible to prevent much harm coming to the scholar, if 
the pastor and the teacher were pulling together for the 
child's welfare. I have seen much good come from this 
cooperation, and no harm ever resulted from it. 

It is a mistake not to try and get your class (unless 



32 THE TEACHER, THE CHILD, AND THE BOOK 

they be infants) to attend church services. One of the 
evils of our present Sunday-school life is just here, that 
the scholars do not seem to think that they have any- 
thing to do with the church service. This is a mistake, 
and a great evil. It is partly our own fault. We should 
make every effort to impress on the minds of all those 
scholars who are old enough, the duty and the privilege 
of attending the regular church service. They thus 
form habits that in after years will be of inestimable 
value to them. If they never "go to church," when 
they leave the Sunday school they will not be found in 
the house of God, but will reenforce that vast army of 
non-attendants on church services. This is too bad. In 
many schools it might be well for the teacher to sit with 
the class in the regular service, so as to hold them to- 
gether. Try anything that seems to you wise, to ac- 
complish this aim, and you will have done a good thing 
both for the class, yourself, and the church. 

It is a mistake for you to be discouraged with hin- 
drances. There is no good work in the world in which 
these do not exist ; and the better the work, the more 
sure are you to find hindrances. Just suppose that your 
own mother had become discouraged in your bringing 
up, because of "hindrances." Where would you have 
been ? Hindrances ought to brace us up, and not cast us 
down. Let the teacher simply say, " I must try harder, 
because of these various oppositions that I meet " ; for if 
overcome, they will act as stepping-stones to higher and 
better things for you and your class. No one ever did 
anything that amounted to anything who did not have 



33 

to overcome obstacles. And do you expect to be any 
exception to this rule ? 

It is a mistake not to attend the teachers' meeting, 
whether it be a local one, of your own church, or a union 
meeting in your town or city. Yet this mistake is well- 
nigh universal. It is generally made by those who most 
need what they can get at such a gathering. The best 
teachers are always only too glad to avail themselves of 
such help, but those who stagger through the work with 
their classes, and make a " poor fist " of it, are the very 
ones who seem to think that they need no help. I wish 
that I had a voice like the archangel, that I might reach 
all such shiftless teachers, and awaken them to their 
duty. 

The advantages that arise from any good teachers' 
meeting are so many that we have not room to enumer- 
ate them all here, but first and foremost is that advan- 
tage that comes from seeing how others view the lesson 
which you have to teach. Many minds are wiser than 
one, and the interchange of thought and opinion cannot 
be otherwise than helpful. Then you get the enthusiasm 
that comes from numbers. You feel that you are not 
fighting alone, but are part of a regiment who have the 
same difficulties to overcome. You feel that they sym- 
pathize with you, and so your work becomes lighter, and, 
what is more, is better done. Do not forget this, for it 
is a most important matter. 

It is a mistake to think that you cannot do better this 
year than last, and next year than this. If you made a 
failure last year, that is no reason why you should not 



34 THE TEACHER, THE CHILD, AND THE BOOK 

succeed this year, and if last year you felt that your 
work was not what it should have been, that is no reason 
why you may not make it better this year. If experi- 
ence is good for anything it should help us, so that we 
go on improving. Even the most experienced teacher 
will not stop short of perfection, if he can reach it, and 
so the years, as they come and go, will mark steady im- 
provement. Try to realize this in your own life, and 
you will see that what we say is true. 



CHAPTER IV 

THE TEACHER'S PERSONAL CHARACTER 

SHOULD BE A CHRISTIAN — MUST LOVE THE WORD— MUST 
LOVE THE SCHOLAR — MUST BE PATIENT — AIMS AT CON- 
VERSIONS—MUCH IN PRAYER 

In another book 1 1 have spoken of many things intended 
to help teachers in their work. I have alluded to the 
duties of the Sunday-school officers, to the character of the 
books for the library, the music, and in general to the 
machinery of the school. All these things are necessary 
if the school is to be as good as it should be. No school 
can afford to neglect them, or it will fail of its highest 
possibilities. 

Now, if the work of the teacher were that of the day- 
school teacher it might not be necessary to say much 
more. But the work of the Sunday-school teacher is that 
of the day-school teacher, with something added. We 
are not aiming only at the minds of our scholars, but 
chiefly at their moral natures. We seek not only to 
inform them, but to develop their religious characters. 
This must ever be borne in mind, or we shall make a 
grievous mistake, and one that may prove fatal to the 
best interests of our scholars. But he who would in- 
fluence morally those under his control must himself he 
1 ' ' Ways of Working. ' ' 
35 



36 THE TEACHER, THE CHILD, AND THE BOOK 

what he wants his scholars to be. An immoral man may 
be a good secular teacher. But it is not possible to con- 
ceive of a good Sunday-school teacher who at the same 
time is immoral. Therefore, in this work, the personal 
character of the teacher is of the very highest importance. 
Nothing can take the place of it. I had rather have a 
poorly equipped teacher, who was at the same time an 
earnest Christian than a poor Christian who was well 
equipped mentally. 

Just at this point some superintendent may ask, " Woujd 
you have any one teach who was not a Christian ? " To 
this my reply would be, " If you can get those to teach 
who are Christians, by all means do so. But if you can- 
not, then take what material you can get, and work 
earnestly for the conversion of those same teachers." I 
have had, again and again, those for teachers who were 
not Christians, simply because I had classes for whom I 
could not at the time get Christian teachers. But I have 
never had an unconverted teacher who did not soon give 
evidence of a true change of heart. 

To return now to what I was saying, I once had two 
teachers in my own school, one a man and one a woman, 
neither of whom was at all well educated, but each of whom 
was an earnest Christian. Both spoke very incorrectly, 
and were sadly deficient in a common school education. 
But each one of them did wonders in their classes, in the 
way of bringing their scholars to the feet of the blessed 
Saviour. In one case ALL the scholars were converted 
and united with the church, and in the other nearly all 
did the same. How they accomplished this, I could not 



THE TEACHER'S PERSONAL CHARACTER 37 

exactly say, but I think it was through their very earnest 
personal piety. They wanted one thing more than any- 
thing else, and they reached it. At the same time, many 
teachers in that same school who were far more com- 
petent intellectually failed in this one thing, and their 
scholars did not come into the church. 

It is well to remember that in many cases the religious 
character of the teacher is the loftiest with Avhich the 
scholar is acquainted. In nearly all mission classes this 
is the case. In many church schools this holds true also 
(with the exception of the minister). How important, 
therefore, that the character should be as high as possible. 
After it the scholar is apt to model his own character, 
and if that of the teacher be low that of the scholar is 
apt to be low as well. The fact is that our scholars think 
of US much oftener than they do of our teaching. It 
would startle many a teacher if she realized how often 
she is in the thoughts of her scholars. If, then, her 
character be not what it should be, then each time the 
scholar thinks of her the influence of that thought is not 
as elevating as it might be. To think of holy people 
tends to make us like them. When we fully realize this 
we shall see how important it is that our scholars should 
be helped by every thought they have of us. 

These things being so, we may well spend some time in 
considering what manner of man (or woman) the teacher 
should be in order to exert the best influence over the 
scholar. In the first place, the teacher must love the 
Saviour. If he does not, what interest has he in trying 
to excite the same love in the hearts of his scholars ? 



38 THE TEACHER, THE CHILD, AND THE BOOK 

Before the Master told Peter to feed his sheep he asked 
of him the important question, " Lovest thou me ? " And 
so no one is really fit to be a teacher of immortal souls 
unless he has this love for Christ deeply imbedded in his 
own heart. The stronger that love, the better fitted is 
he to try and lead others to the same Master. The 
weaker that love is, the less is he competent to do what 
he should do in this line. 

Again, to be a good teacher one must love the Word. 
It is that which he has to teach fifty-two times each 
year. If he does not love it he will not come to the 
study of his lesson in the right spirit. It will be a 
burden and a task to him, and the chance is that it will 
be perfunctorily done. How, again, can he teach it with 
any degree of interest ? It is an axiom in all secular 
teaching that the professor must be an enthusiast in his 
profession. Otherwise he is bound to be dull, if not an 
utter failure. The same thing holds true in matters 
religious. The one who has no real love for the Word 
of God cannot possibly make a good teacher. His teach- 
ing will be dull and uninteresting at the best. Once 
more, to be a good teacher one must love the scholars. 
There are some very good people who do not love 
children. They are not as good as they would be if 
they did love the little ones. But yet they are true 
Christians. But there are others who do actively love 
the boys and girls. These are far more likely to make 
good teachers than the others. Children very soon find 
out who they are who love them. To these they take a 
liking, for like loves like. They run to them, and love 
to be in their company. On the other hand, they shun 



THE TEACHER'S PERSONAL CHARACTER 39 

those to whom they are a nuisance. How, then, can any 
one be a good teacher of those whom he does not like ? 
The personal element comes in here very strongly, and 
nothing can take its place. By this I mean more than 
merely the love of good children. I mean that love of 
childhood that makes us love the good for what they are 
and the had for what they way he. There are very few 
children who have not some good traits of character, and 
those who have none need our love all the more on that 
account. As a matter of fact, if childhood is not lovable, 
then there is nothing in this world that is. And if you 
do not love children you certainly are not fit to teach 
them. This is a great misfortune, not so much for them 
as for YOU. 

Then, too, the good teacher must be able to remember 
his own childhood. One difficulty with many lies just 
here, that they forget how they felt when they were 
children, and so are unable to sympathize with the little 
ones in their joys and their sorrows. Child-sorrows are 
as real to children and as difficult for them to bear as are 
the sorrows of adults. Child-burdens are as heavy as 
those of older persons. We are apt to forget this, and 
so judge them harshly when they give way to grief over 
what seem to us trifles. But if only we remember how 
we felt when we were in their circumstances, we shall be 
able to feel with them, and that will make us all the 
better teachers. For instance, we sometimes think that 
children are very vacillating in their religious life. If 
only we will " think back," we shall understand this. 
Was this not the case with us ? Were we not to-day 



40 THE TEACHER, THE CHILD, AND THE BOOK 

warm and enthusiastic, and to-morrow cold and careless ? 
And shall we expect the children of this age to be like 
adults, when we ourselves were not so ? Yes, when you 
are tempted to lose your patience with the little ones 
use your memory, and you will be able to have more 
patience with them than you will have otherwise. 

Furthermore, a good teacher must be willing to answer 
questions. It may seem at first as though some of the 
questions that the children ask are foolish. But, remem- 
ber, the child's easiest way of learning is by asking 
questions. What does a question mean, anyway? It 
means mental hunger. The mind of the child wants to 
know. It knows that you can meet its want, and so it 
fires a question in your direction. To snub the child 
under these circumstances is like repelling a hungry 
child who asks you for a piece of bread. A questionless 
child is a child that is mentally dead. Encourage them, 
then, in the asking of questions, for in that way you will 
find out what they know and what they do not know, 
and will be able to supply their want. If the question 
be really foolish, you can show that to the child, and in 
that way teach it the difference between wisdom and 
folly. But whatever you do, do not repel a questioning 
child, but minister to it wisely, and in that way you will 
do much towards winning the love of the little one. But 
that is a great thing to do. 

The good teacher aims at the conversion of his schol- 
ars. But, in order to do this, he must first truly believe 
in conversion. There are many who do not. They have 



41 

some vague ideas of the change that is needful in the 
human heart, but these ideas are not positive, and so do 
not control the teaching of that individual. Let me ask 
you, teacher, do you believe in the conversion of your 
scholars f I once spoke to a teacher who had a class 
averaging about twelve years of age about this matter, 
to which she replied, u Surely you do not expect scholars 
of that age to be converted ? " But if not of that age, 
then of what age ? We want to realize that young chil- 
dren can be converted just as well as adults, and that 
there is much more likelihood that they will be converted 
when young than that that change will take place after 
they have reached maturity. The vast majority of those 
who enter the kingdom do so in early life, say under 
twenty years of age. But if a teacher does not expect 
conversions, he will not look for them, or work for them, 
and, as a further result, will probably not have them. 
No, when you teach the Word of God expect that you 
will have results and look for them with great eagerness. 
The Word has not lost its power, and it is still able to 
make our scholars " wise unto salvation." Expectant 
teachers are, as a rule, receptive teachers. 

The good teacher, moreover, prays much for his class. 
This he does, not only in general, but name by name. 
And that not only once in awhile, but each week, and 
sometimes daily. I know of a teacher who takes her 
class-roll as she kneels in prayer, and calls each name 
in turn, asking for each one that blessing which she 
thinks the case calls for. In this way she specializes the 
scholars, and she finds that it adds intensity and power 



42 

to her pra}^er. In some classes there are " prayer-rolls," 
in which the names of the class are inscribed, and on one 
day of the week teacher and scholars unite in prayer for 
that one whose name is down. In large classes, of say 
fifty, this becomes a " birthday roll," so that each scholar 
feels that on her birthday all the others are uniting in 
prayer for her. The benefits from these methods of 
prayer are many, and are soon felt in any class. If you 
have never tried this plan, do so, and you will soon be 
convinced of its utility. Only it must be done in an 
earnest spirit. 

Often the good teacher will find that it is of great ad- 
vantage to pray not only for each scholar, but with the 
scholar. There are times in the lives of all of our schol- 
ars when they are in especial spiritual need. The watch- 
ful teacher will note these times, and will seek for an 
opportunity to pray with that scholar alone. In this 
way he can not infrequently aid the struggling soul just 
in the time of its greatest need. 

In all his work the good teacher will realize his need 
of the aid of the Holy Spirit. Ours is peculiar work, for 
it pertains to the reaching of the hearts of those with 
whom we are working. To reach the heart is not pos- 
sible to us unless the Holy Spirit be pleased to bless that 
which we try to do. We are utterly powerless without 
his aid. Not all the theological professors in the world 
can reach the heart of one child unless that same Spirit 
bless their efforts. But at the same time, for our com- 
fort, we must bear in mind that the Spirit can bless very 



THE TEACHEE'S PERSONAL CHARACTER 43 

inadequate teaching so fully that it shall result in the 
conversion of the scholar, while without his aid the most 
perfect teaching goes all for naught. 

The good teacher must, moreover, be consistent in his 
walk and conversation, or he will not exert all the in- 
fluence for good over his class that he should. I have 
seen lady teachers who so dressed when they came to 
school that they engrossed the attention of their scholars 
far more by their dress than by their teaching. That 
this is an evil no one will deny, for anything that de- 
tracts from the teaching of the Word of God is an evil. 
Yet I fear that there are many teachers who could not 
say, as did Paul, " Those things which ye have both 
learned, and received, and heard, and SEEN" in me, do " 
(Phil. 4 : 9). Many could say, " Those things which ye 
have learned of me, do." But when it comes to saying 
to our scholar, " do " what you see me do, it is a very 
different thing. That teacher who teaches and lives in 
the same direction is the one whose power will be the 
most potent for good. Theatre-going, ball-going teach- 
ers will not, I fancy, have many conversions among their 
scholars, for they will think more of the gaiety than of 
the piety of their teacher. It is only when precept and 
practice go together that they reach their maximum 
power. 

Of course all this bears on the matter of personal piety. 
And that leads me to say that it is the duty and the 
privilege of the teacher to cultivate a high tone of per- 
sonal piety. This is not exactly the same thing as 



44 THE TEACHEE, THE CHILD, AND THE BOOK 

punctuality or general fidelity to the work of the school. 
It is possible to be always present, and prompt, and to 
go through all the routine duties of the office of teacher, 
and yet be sadly lacking in personal piety. But the 
teacher who would be of the greatest usefulness to his 
scholars must also be one of experience in matters that 
pertain to soul-growth. Here, as elsewhere, it is experi- 
ence that tells, and the scholars will be most safely led 
along lines of spiritual growth by that one who has 
traversed the road before. There are teachers who are 
children so far as growth in grace is concerned, and from 
them the scholar w T ho is in trouble will not gain much. 
Those who know the blessedness of trust in time of 
trouble and who have learned to lean on the arm of God 
are the ones who can lead their scholars to that same 
source of all power. 

One other matter should be touched upon in this con- 
nection. It is this : The good teacher should not shun 
to declare to his scholars the whole counsel of God, as it 
is revealed in the Scriptures. There are teachers who do 
not do this. They pass over the sterner parts of the 
Word and fail to warn their scholars as the Word does. 
All their teaching dwells on the tender passages, and 
speaks of the love of God. This is true, and we rejoice 
that to us is committed this blessed message of John 3- 
16. But this is not all that there is in the Bible. God 
invites, but he also threatens and warns. And to us is 
given the duty of bringing out these warnings of the 
Word, as helpful to our classes. If the great Apostle 
could say, " Knowing therefore the terror of the Lord, 



THE TEACHER'S PERSONAL CHARACTER 45 

we persuade men " (2 Cor. 5 : 11), and if John could 
preach " Flee from the wrath to come " (Luke 3 : 7), who 
are we that we should let this side of the truth lie unen- 
forced ? Let all such teachers read carefully what God 
says of those watchmen (teachers) who fail to sound the 
trumpet and give the alarm to the people. You will 
find it in Ezekiel 33 : 1-9, especially verse 8. God never 
threatens except for the good of those to whom his words 
are addressed, and therefore it behooves us to convey his 
warning to our classes, and not to cry " Peace, Peace," 
when there is no peace for those who adhere to their evil 
ways. The warning need not be and ought not to be 
given in harsh tones, but with tears and entreaties, so 
that the scholar may feel that it is love that warns. In 
that case it will not at all tend to harden him, but will 
do what God intended it should accomplish. Teach love 
when that is in the text, but do not refrain from teach- 
ing wrath when God speaks of that. 

In all this work of studying the Word of God so as to 

be able to present it to our classes there is danger that 
the teacher will forget to study it for his own spiritual 
profit and upbuilding. This is as if a cook, in preparing 
food for others, should neglect to eat herself. It is pos- 
sible for a man to write a commentary on the whole 
Bible, and yet be starving himself spiritually. Study of 
the Word for private edification is something without 
which we never can grow in grace. Indeed, the teacher 
should always see to it that he teaches himself the lesson 
before trying to teach it to others. " Physician, heal 
thyself," is good counsel in this case. Let the preacher 



46 THE TEACHER, THE CHILD, AND THE BOOK 

first practice, and then he will make all the better 
preacher. 

Finally, there is danger that, after reading all these 
suggestions to teachers, some one should say, " Well, 
there is no use in my continuing as teacher any longer. I 
may as well resign, for I never can live up to all that 
has been said." (Singularly enough, it is only the sensi- 
tive and truly conscientious teacher that will feel thus. 
The dull and stupid one will not feel so.) I once knew 
a first-rate teacher, who, after reading Dr. Trumbull's 
book on " Teachers and Teaching," came to the conclusion 
that she would resign, for she could never do all that he 
pointed out as the teachers' duty. It was with difficulty 
that I could make her change her decision. Yet she was 
the best teacher in my school. If, therefore, you feel in 
this way, throw over the thought of resignation at once, 
and realize that the suggestions above are in some sense 
the "ideal" towards which we should all press, but that 
none of us should be disheartened if we do not at once 
reach it. The example of Paul may be helpful to us in 
this line, for it is he who said, " Brethren, I count not 
myself to have apprehended. But this one thing I do. 
Forgetting those things which are behind and reaching 
forth unto those things which are before, I press towards 
the mark for the prize of the high calling of God in 
Christ Jesus " (Phil. 3 : 13, 14). In this he sets us a 
grand example, which it is well for us to try and follow. 



CHAPTER Y 

USE OF THE IMAGINATION 

TYNDALL ON SCIENTIFIC IMAGINATION— STORY OF THE 
PARALYTIC ILLUSTRATED— THE PRINCIPLE ONE OF UNI- 
VERSAL APPLICATION 

Many teachers fail in the work because they lack 
vividness in their presentation of the truth. They do 
not " see " the events of which the lessons speak, and so 
they convey to their scholars no clear-cut picture of the 
narrative. The result is felt by both teacher and class, 
and the one dreads to meet the other. The teacher is 
tried, and the class is bored, and the Sunday school be- 
comes anything but attractive. If this were a necessity, 
we might mourn over it, but should be obliged to say, 
" What can't be cured must be endured." But happily 
this is not at all necessary. Brightness can be, in some 
measure at least, secured, if only the teacher is willing 
to take the trouble necessary to secure it. Here, as else- 
where, it is work that counts. My purpose in this 
chapter is to show the teacher how to secure this bright- 
ness in the presentation of the lesson story. 

Had the dullest teacher been present in Galilee at the 
time of our Lord's activity, and seen the miracles that he 
wrought, he could not help interesting his class in that 
which he had seen and heard. He would make the class 

47 



48 

see what he had seen by the very vivacity of his manner, 
and the picturesque way in which he would tell the 
story. Of course not all teachers would be equally suc- 
cessful in teaching, even under the circumstances above 
presupposed ; but none would be as dull as many now 
are. For what we have seen we can describe, and what 
we describe our scholars like to hear. 

But we have not been to Palestine, and we have to tell 
our scholars that which we have read about from the 
pens of others. The story of the Evangelists is often 
and of necessity brief ; for if they had detailed at length 
all that they saw, our Bible would have been as bulky as 
the Talmud, which is in twelve folio volumes. This very 
brevity, while it has its advantages, has also its dis- 
advantages, for it fails to give us the details of the events 
recorded. But the vividness of any narrative depends 
largely on just these details. Is there then any way of 
reproducing these details in truthful outline, so that we 
may supplement the narrative, and make it again live 
before the eyes of our classes' mental vision ? I think 
there is, and my effort will now be to help the teacher 
along this line. 

Professor Tyndall, in an article called " The Scientific 
Use of the Imagination," tells us how we may use that 
faculty in such way as to reproduce the action of nature 
long ages ago. For example, we know that at the 
mouths of all large rivers like the Mississippi and the Nile 
there are deltas extending over many scores of square 
miles. How are these produced ? Of course we know 
that these rivers all bring down mud in solution in their 



USE OF THE IMAGINATION 49 

waters, and this mud is deposited at the mouth of the 
rivers, making in time the huge deltas that we now see ; 
but it is easier to understand all this if we watch any- 
little rivulet made by the rain to-day, and see how it 
carries with it debris of all kinds and mud as well and 
deposits all of this near its mouth, as it flows into a little 
pond or even puddle. That which this rivulet does to-day 
on a small scale these rivers have been doing on a vast 
scale for thousands of years. What to-day we see with 
our own eyes we use to help us imagine what took place 
in the past ages in gigantic rivers all over the world. 
This use of the imagination can be extended to many 
branches of science, and becomes very helpful to the 
man who investigates the processes of nature. 

So it seems to me there is a legitimate way of using 
the imagination in religious things, which will help us to 
reproduce the events of Bible times more vividly than 
we otherwise can. This can be done by applying the 
principle that 

Under similar circumstances, men will always act alike. 
That is, if to-day men would do certain things under 
given circumstances, we may assume that they would do 
the same two thousand years ago. For example, if in 
any church to-day the services are suddenly disturbed by 
a man crying out violently, what does the congregation 
do ? They all cease looking at the preacher and turn to 
see who has made the disturbance, and why he has made 
it. Is not this so ? Then what do you suppose that 
congregation in Capernaum did when suddenly the 



50 THE TEACHER, THE CHILD, AND THE BOOK 

service was disturbed by the demoniac crying out so 
violently ? Did they not all at once turn to see who it 
was, and what it all meant ? The Evangelist does not 
say that they all turned about in this way, but it is fair to 
infer that that was just what happened, and we have a 
right to so describe it to our classes. If to-day at a 
meeting in the third story of a house a young man asleep 
in the window should fall out, what would we do ? Un- 
questionably we should at once break the meeting up, 
and run down to see what we could do for the unfortu- 
nate man. If this be so, we may infer that the men at 
Troas did exactly the same thing, for as our principle 
above stated says, ^ Under similar circumstances, men 
will always act alike." 

Now apply this principle to all Bible events carefully, 
and you will find that they become much more vivid 
than they have ever been before. Eead the story 
through carefully, and then put your mind to work on 
its details, so as to make them intensely real to you. 
Imagine yourself to have been present, and reproduce to 
yourself every minutest detail, and ask yourself, " What 
would I have done ? " or " How would I have felt if I 
had been there ? " Well, that is just the way in which 
those who saw the events did and felt. 

As a concrete example of what I mean take the story 
of the healing of the paralytic. Had you been present 
inside of the house, what would you have seen ? Koom 
on room crowded, as close as possible, and all seated on 
the ground. How do we know this ? Because, if there 
had been room for any more some one else would have 



USE OF THE IMAGINATION 51 

pressed in, as all were most eager to get within hearing 
of the Master. If you had looked into the faces of that 
throng you would have seen them eagerly turned to- 
wards Jesus. JSTow go outside and let me tell you what 
I see. I see the masses of those who want to get in 
pressing thickly around the doors. I hear some of them 
earnestly asking to be permitted to get in, but all in 
vain. 

Now the scene changes. I see four men coming down 
the street, carrying a poor, palsied man on a kind of a 
mattress. Now they come to the outskirts of that 
crowd around the door. Had you been one of the four, 
and had you been carrying a dear friend to that house 
for the sake of his healing, what would you have done 
when you came to that crowd ? Would you not have 
asked them please to make way so that you could get 
past them ? Well, that is just what those four men must 
have done. And doubtless the outskirts of the throng 
did give way for a little, and the four got a few feet 
nearer the doorway. But there they found the mass of 
humanity compacted together in solid ranks. What 
would you have done then ? Would not your anx- 
iety to get in have led you to put your shoulder to 
that crowd and try to force your way in ? Well, that is 
just what the four must have done. But soon they 
found it was of no use. So they pulled out of the press 
and laid the man down on the ground, as they wiped the 
perspiration from their brows. 

Look now for a moment at the sick man. How would 



52 THE TEACHER, THE CHILD, AND THE BOOK 

you have looked had you been tossed about as he had 
just been ? Would you not look weary and discouraged ? 
Well, that was doubtless the way in which he looked at 
that very moment. Now see his four friends. They 
begin talking in an animated way. What are they dis- 
cussing? Naturally enough, the best way of getting 
into that crowded house, for they are bound to get in, 
crowd or no crowd. Finally one of them proposed to 
get up by the outside stairs on to the roof, break that up, 
and let their friend down by ropes, before the Master. 
So I see them pick up their friend once more and start 
for the roof. Of course many of those on the outskirts 
of the crowd must have come to look on, and the boys of 
that crowd (for in every crowd there are always boys in 
abundance) must have had a good time as they watched 
these four men carefully get their paralytic patient up 
the rough stairs. 

Now they are on the roof. They have found out be- 
forehand in what room Jesus is sitting, and they begin 
to break up the tiling so as to be able to let their friend 
down all right. Leave them for a moment, and go 
inside, so as to see what is going on there, in the mean- 
time. When those inside heard the roof cracking, what 
do you suppose that they did ? They did just what you 
would have done under the same circumstances : they 
ceased looking at and listening to Jesus, and they gazed 
intently at the ceiling. As soon as they understood what 
was being done, there must have been many exclama- 
tions : " Why, just see what they are doing. They are 
breaking up the roof, and see, they are letting a sick 



USE OF THE IMAGINATION 53 

man down." If the owner was inside at that time he 
must have been the most surprised of any of them to see 
his own roof handled in such a rough manner. 

But now the sick man has been let down and lies in 
front of Jesus, flat on the floor. Now what happened ? 
Why, of course those in the rear part of the room rose 
at once to their feet, for did they not want to see the 
sick man, as well as hear what Jesus would say to him ? 
Meantime every eye was fastened on the paralytic, while 
his gaze must have been fixed on the Master. Then all 
at once there came a great silence over that gathering, 
for they all wanted to hear what Jesus would say. But 
when Jesus said, " Son, be of good cheer ; thy sins be 
forgiven thee," if you had looked at the faces of many 
of those assembled, you would have seen a great change 
come over them. An instant ago they were all curiosity, 
but now they are all anger. Why? Because they 
wrongly think that Jesus has spoken blasphemy in for- 
giving the man's sins. Then arose a murmur against 
him. 

Now, however, the Master speaks again. Now all pay 
attention. This time he bids the sick man arise, and 
take up his bed, and go to his house. At that all gaze at 
the sick man, and to their utter amazement they see him 
rise, first on one elbow, and then to his feet, as well a 
man as ever they had set their eyes upon. Then they 
saw him take up his mattress, and lift it with ease to his 
shoulders, and walk out of the room, his face beaming 
with unspeakable delight. Then they all burst forth 



54 THE TEACHEK, THE CHILD, AND THE BOOK 

with exclamations of wonderment, for they had never 
seen such power before. 

But all this while we have forgotten the four men on 
the roof, who had brought their friend from his home, 
and had dared break up the roof so as to get him into 
the presence of Jesus. What has become of them? 
Well, what would you have done had you been in their 
place ? Would you have gone to the edge of the roof, 
and have swung your heels in mid-air and whistled a 
tune ? No, certainly not. You would have done what 
I do not doubt they did. You would have lain flat on 
the roof and have peered into that room to see how it 
fared with the man for whom you had taken so much 
trouble. If while Jesus was healing that man you had 
looked up at the hole in the ceiling, you would have seen 
a face at each side of that hole, eagerly looking and 
listening. Is not this so ? 

But the very moment that the sick man started for the 
door, you would have seen those four faces disappear like 
lightning from the aperture. Where are they going ? 
Well, where would you have gone under similar circum- 
stances ? Down the stairs, much faster than you came 
up, and around to meet your healed friend. Well, that 
is undoubtedly just what they did. They ran down the 
stairs, and when they met him they embraced him, and 
he them, one by one, and they congratulated him, while 
he on his part thanked them with tears in his eyes for 
what they had done for him. The crowd outside also 
gathered around the healed man, and looked and won- 



USE OF THE IMAGINATION 55 

dered, and if any of them knew him, as is not unlikely, 
they too joined in the congratulations and asked him to 
tell them all that happened to him after he was let down 
before the Master. 

Then what? Why, then he must have started home 
as fast as his legs could carry him, to tell all his friends 
what good fortune had come to him that day, and to 
show them how well he could walk. And all through 
his after life need we doubt that whenever the name of 
Jesus was mentioned he said, "Oh, yes, he is the man 
who healed me by a single word. Let me tell you how 
it happened," etc. 

Now if this description has helped you at all, and has 
made the story of the healing of the paralytic more vivid 
than it was before, it is only because I have carried out 
the principle that was laid down at the beginning of this 
article, namely, that " Under similar circumstances, men 
will always act alike." But this principle applies alike 
to all the narratives of the Word of God. You can do 
the same with every miracle and narrative, and if you 
take the time for it can make the events to stand out 
very clearly. It applies equally to stories from the Old 
Testament, and by means of it we can make Joseph, and 
Samuel, and Miriam almost walk and talk in our presence. 

All that is necessary is for you to take time enough for 
all this. At first it may seem to go slowly, but in the 
course of a few weeks you will find that you are gaining 
much facility in this way of illustrating divine truth, and 



56 THE TEACHER, THE CHILD, AND THE BOOK 

at last it will come to you naturally. In the meantime 
your class will feel that the teacher is more interesting 
than usual, though they will not know exactly why this 
change has come about. You will begin to look forward 
to the time of the class without that same " sinking feel- 
ing" that you have so often experienced. 



CHAPTEK VI 

THE TEACHER'S LIBRARY 

A NECESSITY FOE GOOD WOEK — BOOKS ON THE PEE-MOSAIC 
PERIOD— ON MOSES— ON DAVID — ON THE PEOPHETS — ON 
THE NEW TESTAMENT 

In this chapter I wish to speak about a Teachers 
Library. This is a very important matter, for how can 
a teacher teach the Word unless he has good helps ? It 
is imperative that he shall know what the best scholars 
have to say about the Word, especially in those parts of 
it that are difficult. It ought to be the case that every 
Sunday school has an especial teacher's reference library, 
to which all teachers could go to get help. But most 
schools have nothing of the kind, and leave their teach- 
ers to get help as best they may. Furthermore, most 
teachers content themselves with such helps as are con- 
tained in the quarterly or denominational lesson leaf. 
This is not sufficient for good work, for at the prices at 
which these publications must be issued, it is not possible 
for them to cover the ground adequately for good teach- 
ing. Something more is needed. 

Besides, the lessons do not cover ALL of the Word, 

and there are large sections concerning which the teacher 
should be well informed, but of which he will know next 

57 



58 THE TEACHER, THE CHILD, AND THE BOOK 

to nothing, unless he has some helps other than those of 
the usual kind. For example, often in the International 
lessons there are large gaps which ought to be studied 
in some way by the teacher. To do the best work, the 
teacher should have some work covering these gaps. 
Then the lessons will take on new significance, and he 
will be able to make them much more interesting than 
he possibly can do otherwise. 

In all this, it is well to remember that the work once 
done will not need to be done over when we come again 
to the same sections of the Word. We shall then only 
have to recall to our minds what we have already 
learned, and the work of preparing for the class will be, 
by that much, easier. I know well how this is, for I 
have now been writing for teachers for over ten years, 
and the work that was done at the beginning of the 
series tells with good effect now, and saves much new 
work. You never will make yourself familiar with any 
part of the Bible without helping yourself in teaching 
every other part. Nowhere does work tell to more ad- 
vantage than just here. 

If the school has no teachers' library, the teacher who 
wants to do good work must aim to get a good library 
of his own. Fortunately this need not be done all at 
once. You can take your time for it, getting the books 
one at a time, as you need them. Fortunately, too, the 
books that you need are neither many nor expensive, so 
that you need not be discouraged on that account. The 



THE teachek's library 59 

books that are of the most practical use are not the 
most voluminous, but are those which are the most com- 
pact and picturesque. From such books as these the 
teacher may gain wonderful help, as I shall try to show. 
They are books that have helped me, and for this reason 
I hope that they may be helpful to others. 

We will begin with the Old Testament, for that is the 
part of the Word with which most teachers are least 
familiar. And yet, if they only knew it, it is just as 
rich as the New Testament. In general, we may divide 
this set of books into three divisions ; namely, Times be- 
fore Moses, the times of Moses, and the times after 
Moses. 

Take first, the times before Moses. Here I would 
highly commend a little book called " The Ages before 
Moses," and is by Rev. J. M. Gibson. It will give you 
a capital idea of the ages that preceded the great law- 
giver. I want especially to call attention in this book to 
the chapter called Bible perspective. It will give you an 
admirable clue to the way in which you must look at 
much that is written, both in the Old and the New 
Testaments. The chapter on the Shiloh prophecy is also 
most helpful. 

Another little book that will give you much spiritual 
food on this part of the Word is " Notes on Genesis," by 
C. H. Macintosh. It is part of a little set called " Notes 
on the Pentateuch," by the same author, and is full of 
spiritual applications of the Word. It will give you an 
insight into the way in which to look at the sacred nar- 
rative that may be new and very helpful. 



60 THE TEACHEK, THE CHILD, AND THE BOOK 

Take now the second period, the Mosaic times. These 
are most important, because in them God was calling out 
his people from Egypt, and was giving them laws on 
Mount Sinai, that were to be not only for them, but for 
all God's people for all time. Here, too, God gave those 
types that set forth so clearly the person and work of 
the Lord Jesus. Wo period in the Old Testament is 
more important than this. Here I would commend an- 
other book by Dr. W. M. Taylor, entitled " Moses the 
Lawgiver." For this same period the other books by 
C. H. Macintosh are valuable, for they deal with the 
spiritual application of the story most charmingly. 

If you want a book that goes a little more into the de- 
tails of the Tabernacle and its ritual, get " White on the 
Tabernacle." This book will make much clear about the 
typology of the sacrifices, that otherwise you may think 
dull and uninteresting. As a matter of fact, all the 
types of the Pentateuch are most instructive, and help 
us to understand the New Testament better than we 
otherwise could. 

If you will get these books and thoroughly study them 
(they are all small books), you will be able to teach any 
lesson that is found in the Pentateuch much better than 
you have ever done thus far. 

Now come the times after Moses. For the present, 
you may pass over the times of Joshua and the judges, 
and go right on to those of the kings. What shall you 
read here ? Well, of the kings, the one who gave the 
greatest impetus to the national and religious life of the 
people was David. We have studied his life somewhat 



THE TEACHER'S LIBRARY 61 

in the International lessons. But we have of necessity 
left many parts of his life untouched. That whole ex- 
perience, for example, that issued in his exquisite Psalms 
we have rarely referred to. But this is a most important 
part of his religious experience, and by his Psalms he 
has influenced humanity more than in any other way. I 
would, therefore, commend to the teacher the book by 
Dr. W. M. Taylor, "David the King." Like all of Dr. 
Taylor's books, it is not only charmingly written, but is 
full of spiritual instruction as well. 

When you speak of David, you always think of the 
Psalms. For though he did not write them all, he did 
write many of them, and some of the most touching 
came from him. As they are the most devotional part 
of the whole Bible, the teacher ought to have a commen- 
tary on them. If his means will allow him, he should 
get Spurgeon's work on the Psalms. But this is in seven 
volumes and costs a good deal. So if your pocket is not 
very deep, get " Alexander on the Psalms." This is in 
two small volumes and is most helpful. It will often 
give you an entirely new idea of an old and familiar 
psalm, for which you will be most grateful. 

And here I may well pause for a moment, for I fancy I 
hear some one say, "Well, but all these books cost 
money, and how am I to get all that is needed ? " My 
reply is again, you need not get all at once. And, fur- 
thermore, there are many teachers who spend on the 
latest novel all, and more than all, the money that would 
be needed to get all the books that I shall name. If you 



62 THE TEACHER, THE CHILD, AND THE BOOK 

make up your mind that you will have these books, you 
will find the proverb to come true, " Where there is a 
will there is a way." It might be possible for two or 
more teachers in one school to club together and get 
what they need, and then lend the books around, as 
people do with secular books. Is not this worth trying ? 

By this time it will occur to some of my readers that I 
am skipping a good deal and leaving large sections of 
the sacred history untouched. This is true, and is done 
on purpose. For not all teachers can buy all the com- 
mentaries on all the books of the Bible. Nor is that 
needful. What, then, shall we do with those parts for 
which no book is suggested ? Get a Bible Dictionary. 
Get the Bible Dictionary of Dr. Philip Schaff. It is in 
one volume and can be had for one dollar. In that you 
can look up the story of any of the kings or of any of 
the judges, and get in compact form all that you need 
to know about them. The same is true with regard to 
any of the persons or places named in the Word. In this 
way the Bible Dictionary will supplement the larger 
books that I have suggested. 

When we come to the prophets, there is a great deal 
of ground to be covered. But, for the average teacher, 
it is hardly necessary to go over each of these books. 
There are two of them that should be studied, however, 
and these are Daniel and Isaiah. Take Daniel first. 
For this, I know of no little book that will be of more 
help for such work as we are called upon to do, than Dr. 
W. M. Taylor's " Daniel the Prophet." This is one of 
those practical books out of which we can get much 



63 

meat for our classes. It does not go into the critical 
matters that concern only deep scholars, but takes up 
the narrative, and shows the character of the prophet, 
and the general trend of the book. 

With regard to Isaiah, I would commend Butler's 
" Bible Work." It is a most helpful book, and will give 
the teacher all that he needs on this truly grandest of 
all the prophets. And here I may say that, if the 
teacher can afford it, he will make no mistake if he gets 
all the books of this series. It consists of eleven vol- 
umes and covers all of the Bible. It is somewhat costly, 
but the teacher who possesses it will need but little else 
for all his preparation for the whole series of Interna- 
tional lessons. 

There are two very interesting historical books in the 
Old Testament with which not many of our teachers are 
acquainted, but from which very much that is practical 
may be learned. I refer to Ezra and Nehemiah. These 
books deal with the return from the captivity of the 
Jews, and tell the story of the rebuilding of the temple 
and the walls of the city. For the study of this part of 
the sacred history, I would commend " The Pulpit Com- 
mentary." Of course, if one gets Butler's work, alluded 
to above, one will not need this. But if not, this 
volume will give one a new idea of the life and times of 
these two great men, and of lessons that may be deduced 
from their patriotic activity. It will illumine for him 
one of the sections of sacred history with which many 
teachers are not familiar, but which is full of helpful 
thoughts for Christian workers. 



64 THE TEACHER, THE CHILD, AND THE BOOK 

When we come to the New Testament, we come to 
ground with which we are much more familiar. Yet 
we need help, all the same ; for what teacher is there 
who cannot do better work if he has the best thoughts 
of the best men on any theme. There are many " Lives 
of Christ," some of them large and some small, some 
rather dull and some most attractive. Of the small and 
attractive ones, the best is that by Dr. J. Stalker. It is 
really a wonderful book, and one that will well repay 
study. He gives the great outlines of the life of our 
Master in such a masterly way that they make a deep 
impression on the mind. I have read six " Lives of 
Christ," but this one did me more good than any of the 
rest. Yet, if you want a full Hfe of the Saviour, get, 
besides this, " Farrar's Life," and you will have all that 
you need on this topic. 

Next to our Lord, the most influential man in the New 
Testament is Paul. He did more to shape and spread 
Christianity than any other of the apostles. You need 
to be well posted on his life. Here I would name 
Stalker's " Life of Paul," as being a splendid sister-book 
to his " Life of Christ." Like that, it is small, but like 
that, full of just what we need to know. If you know 
that book well, you will have a new conception of the 
great apostle and his work. If to this book you add Dr. 
W. M. Taylor's " Paul the Apostle," it will give you 
more that you can use, in the way of teaching, than the 
other ; but you should have both. The next most im- 
portant man in the New Testament was Peter. Here, 
get Dr. Taylor's book on Peter, and you will have a 



65 

graphic description of this most remarkable man and of 
his grand work. 

Now one book more. Have you a concordance ? If 
not, you MUST get one. You cannot look up suitable 
verses for your applications of the truth unless you have 
a concordance. Supposing that your theme is that 
of faith. You want to see what the Bible has to say 
about that, over and above what it says in the pas- 
sage that forms your lesson. All you have to do 
is to open your concordance at the word "faith," 
and then look up the references, and choose those 
that are most applicable to your line of thought. 
A concordance, well used, is a tower of strength to the 
teacher. When you have become accustomed to it, you 
will wonder how you got along without it. 

In these days every teacher ought to have a good 
teachers' Bible. Of these there are many. The best one 
is the Oxford Teachers' Bible. It has in it all manner 
of helps, besides the text of the Word. These helps 
are all condensed to the last degree, and are the result 
of an immense amount of hard study on the part of 
the best scholars. You will be surprised to see how 
much can be put into small space, when the right men 
get to work at it. There is in each of these Bibles 
a " text-book " which is capital, and in which you can 
find topics arranged under headings of names, or places, 
or subjects. For example, under " Sacrifices " you will 
find all that the Bible has to say of these, together with 
the places where it is found. Under " Names," you 



66 THE TEACHER, THE CHILD, AND THE BOOK 

will find the references to the places where the story of 
any given man is told. This is a most useful thing, 
and saves the teacher much searching for what he 
needs. 

Then there is a condensed concordance, in which he 
can find the most important texts. For a Bible to 
take away with one on a vacation, this is most helpful, 
and in the home it is beyond price. 

And now finally, in all your reading of the books that 
I have mentioned, be sure that you read them carefully. 
Careless reading never helped any one. The true way 
to read, so as to profit by what you are doing, is to read 
with paper and pencil in hand. Mark what you think 
is important. Do not think within yourself, "I will 
certainly remember that," for you will not. Mark it 
down, and in the very marking on paper, you will find 
that you are at the same time making a mark on your 
memory. Then, from time to time, as you go through a 
book, look over your marks and refresh yourself. In 
this way you will digest a book. Food that you eat, to 
be of any use, must be digested. So with books, which 
are only mental food, you must digest, or you will not 
be profited by that which you have put into your mental 
stomach. Better read less and digest more than read 
much and digest nothing. One book that you know is 
worth ten that you merely skim. In the two books by 
Dr. Stalker, to which reference has been made, there is 
provision to help the teacher in this line. At the end of 
each chapter there are suggestive questions, by means of 
which you can test yourself, to see how much of the 



THE TEACHER'S LIBRARY 67 

book you really have appropriated, and how much of it 
has again passed out of your mind. Use these questions, 
and you will know more of these two books than you 
otherwise would. 

By the by, when are you going to begin to do as I have 
suggested in the foregoing pages ? Next year ? Or 
next month ? Or this very week ? 



CHAPTER VII 

OBJECT TEACHING 

EXAMPLES — ALARM CLOCK — CUP— SCALES — GOLDFISH — 
PHONOGRAPH— CANDLE— SAVINGS BANK, ETC. 

The material world is full of objects which have anal- 
ogies with things spiritual if only we have eyes to see 
them. For some this is easy, for others more difficult ; 
but all may gain some skill in this line of work if only 
they will apply their minds to the study in hand. To 
help these we give a number of objects as specimens, and 
these we hope will suggest still others to those who feel 
like pursuing the matter further. 

Take any ordinary alarm clock. This can be used to 
illustrate the work of a man's conscience. We use the 
alarm to arouse us when we fear that we shall oversleep 
ourselves, and so be late for duty. It is easily conceiva- 
ble that on a man's paying attention to the going off of 
the alarm much may depend. If he neglects to rise at 
the time appointed, he may miss a train or fail to keep a 
most important appointment. 

Now God has put into each man's being a kind of 
alarm clock. It warns him of danger and tries to hold 
him back from sin. It " goes off " when he does wrong 
and smites him for his transgression of God's law. No 

68 



OBJECT TEACHING 69 

child but what knows what we are talking about. This 
inner alarm is intended for our good, and we are very 
much to blame if we neglect this divine monitor, which 
is meant for our weal. 

But it is possible with this alarm clock to so neglect it 
that by and by we do not hear it when it goes off in the 
morning. We simply sleep on as if it had never given 
us its w r arning. So in matters spiritual. If we do not 
mind the warning of our conscience, by and by we do 
not seem to hear its voice. Thus it happens that men 
grow hard and callous, and never seem to know when 
they are sinning against the laws of God and man. 

If the lesson should happen to be on the value of the 
inward as against the outward, we can illustrate it by a 
beautiful cup. Use for this some gift cup, the more 
beautiful outwardly the better. In this cup mix some 
kind of poison, and add some ink to it to make it black. 
Have it in paste form, which can be accomplished by 
mixing it with flour. When you come to the application 
of the lesson show your cup, being careful to let the 
scholars see only the outside of the cup. Ask them if it 
is not beautiful. Talk for a little about how good a 
drink of cold water out of that cup would taste on a hot 
day. Then turn the cup so that they can see the inside 
of it. Tell them what you have there of poison. Then 
ask them if now they would like to drink out of that 
cup. Of course they will say "No." Well, much like 
that cup is the man or woman whose outer life is cor- 
rect, but whose heart is full of wickedness. This is what 
the Master meant when he said that out of the heart are 



70 THE TEACHER, THE CHILD, AND THE BOOK 

the issues of life, and that which cometh out of the 
mouth is what defiles the man. What you need to do 
with that cup before you are safe in using it is to thor- 
oughly cleanse it. So with the human heart. It needs 
thorough cleansing, and that God alone can do. This is 
why David prayed, " Create in me a clean heart, O God, 
and renew a right spirit within me." 

The story of Belshazzar and the way in which God 
weighed him and found him wanting may be illustrated 
by having a pair of scales with you in the class. These 
need not be large. Any letter scales will do as well as 
larger ones. Show them to the class, and then talk with 
them for a while about the matter of weighing all kinds 
of things. Show them that we have an instrument that 
weighs even as light a thing as air, which we call a 
barometer. Then go on to ask if they ever weighed a 
man's m,ind. No, not with any such scales as these. 
We try to measure a man's mind in other ways, such as 
examinations and the like. But suppose that men had a 
pair of scales so delicate that they would weigh a man's 
character, so that if he stood on them, you could see 
whether he was truthful or honest. Would not that be 
a most serious thing, if you were asked to step on these 
scales, and show whether you were to be relied on? 
Yet God has just such scales as these for men's souls. 
He had weighed Belshazzar, and so he has weighed 
every member of this class and Sunday school. How 
does it stand, think you, in your own case ? Are 
you in God's sight "light weight," or are you "full 
weight " ? 



OBJECT TEACHING 71 

It is sometimes hard for children to realize that God 
sees them all the time. To help them to understand 
this, take into the class a glass globe full of water, in which 
you have put a goldfish. Let this be hung up in the 
class, and when you come to the truth that you want to 
enforce, of God's omniscience, call their attention to the 
fact that they all can see the fish all the time. It is not 
possible for that fish to go to any part of that glass 
globe where they cannot see it. Well, so it is with them 
and God. They cannot go anywhere that he cannot see 
them all the time. This object lesson would be a most 
fitting one to use if the class were studying or memoriz- 
ing the 139th Psalm. 



The phonograph is now so common a thing that it can 
be seen in almost any city. You know that the cylin- 
ders that record the things spoken are to be had at 
reasonable prices. Purchase one that has no record on 
it, and another that has a record. These two cylinders 
are like our own lives, in many respects. The one with 
a record on it is like our past lives. They are lived out, 
and what has been done or said is past, and we cannot in 
any way change it. As the record on this cylinder is 
made forever, so is the record of your past life. But here 
is a cylinder that is clean. What shall go on that? 
This is for me to say. I can, if I want, speak good 
things onto it, or I can speak bad things. This is like 
my future life. It will be what I choose to make it. If 
with God's help I want it to be good, good it will be, 
but if I prefer to make it evil, I can do so. This is a 



72 THE TEACHER, THE CHILD, AND THE BOOK 

most solemn thought, and one that makes of my future 
life a very serious thing. 

But what if my past life has not been what it should 
be ? All that I can do is to take it to God, and ask him 
to pardon what has been wrong and to help me to make 
my future life all that it ought to be. 

Jesus once said, "I am the light of the world." He 
also said to his disciples, " Ye are the light of the 
world." This matter, then, of light-giving may be well 
illustrated by candles. Let the speaker get as many dif- 
ferent kinds of candles as he can, and all kinds of candle- 
sticks. Some of the candles should be colored, and some 
small. Let him then hold up a candle before his class 
and ask, " What is this ? " They will at once reply, " A 
candle." For what is it used ? To give light. Why 
does this one not give light ? Because it is not lighted. 
Then proceed to light it. See, it shines at once. This 
is what every one who is trying to be a Christian should 
do both by word and example. Now here is another 
candle, this time a red one. Which is the more beauti- 
ful ? The red one. 'Now light it, and place it side by 
side with the one previously lit, which should be white. 
See, they both give light, and the red one does no better 
than the white one. Yet I do not hear the red candle 
say, " I do not want to burn so near this common white 
candle." No, it burns on without any such remarks. 
Yet there are sometimes in our classes girls with silk 
dresses who seem not to want to associate with those 
who have only calico gowns. This is all wrong. God 
wants us to be light-givers, and he looks not on the dress 



OBJECT TEACHING 73 

of any scholar, but on whether they are giving light 
or not. 

Now take a smaller candle and light it. It burns as 
well as the others. It may not give quite as much light, 
but it does as well as it can, and that is all that you can 
ask. This is like a little Christian. Not all can burn as 
brightly as Mr. Moody, but God does not ask this. All 
that he wants you to do is to burn as well as you can, 
and he will be pleased with you. " You in your corner, 
and I in mine," is all that we can do. 

If the speaker can get a yellow candle he may make 
it stand for the Chinese Christian, and a black candle 
may represent the colored Christian. They give light as 
well as the others, and on that account God will bless 
them just as truly as he will bless us. 

Now having brought with you a bottle with a large 
mouth, take out one of the burning candles and invert 
the bottle over the candle. Soon it will go out. Ask 
why this is. Because it has no air. Yes, and this re- 
minds me of certain black bottles that you see in many 
windows in the city. They have strong drink in them, 
and if such a bottle gets hold of the Christian, out goes 
his light as surely as the light of this candle went out 
when the bottle was put over it. Now tell any stories 
that you know, of a temperance nature, to show how 
strong drink will put out the light of any Christian. No 
one is safe from this danger except only those who are 
total abstainers. 

Take into the class a boy's savings bank. The idea to 
be illustrated is that of the safe keeping of our treasures. 



74 THE TEACHER, THE CHILD, AND THE BOOK 

Talk with the class about this matter, and ask what 
kinds of things men put into banks. Not those that 
have no value, but those that are valuable. The more 
valuable the article, the more careful we are to have it 
safe. Then tell them about the elaborate contrivances 
in safe deposit companies for the guarding of their treas- 
ures. All this is done for the safety of things that are 
temporal, and that we soon must leave behind us, for 
our lives will soon come to an end. 

But money and jewels are not all the things that are 
of value. The Master tells us of heavenly treasure. He 
bids us lay up our best treasures in heaven, where there 
is neither moth, nor rust, nor thief. Ask the class what 
kind of treasure this is of which Jesus speaks. It is that 
" inheritance " that God lays up for all who love and 
obey him. Have any of your scholars anything of this 
kind laid up for them in heaven ? If not, is it not time 
that they should attend to this matter most seriously ? 
And if this is true, what better time to attend to it than 
to-day ? 

To make clear to the scholars how sin works in the 
human heart, take into the class an apple which out- 
wardly is sound but in which a worm has begun his 
work. Talk about the apple in your hand, and com- 
ment on its fair appearance. (Of course the better look- 
ing the apple, the more forcible your lesson.) Then cut 
it open and show its worm-eaten heart. This is like 
many men ; yes, and many boys and girls, too. Out- 
wardly they seem fair. They are polite and are well 
dressed. They go to church and Sunday school. It 



OBJECT TEACHING 75 

may be even that they are members of the church, and 
every one speaks well of them ; but God, who sees their 
hearts, knows that they are truly hypocrites and that 
their hearts are not right in the sight of God. Simon 
Magus was one of these outwardly right but inwardly 
wrong men ; so were Ananias and King Saul. Now we 
may be able to deceive men but we cannot deceive God, 
for he looks not on the outward appearance, but on the 
heart. This is why we may well pray and say, " Search 
me, O God, and know my heart, try me and know my 
thoughts, and see if there be any wicked way in me ; and 
lead me in the way everlasting.'' 

The Bible says, "Thy word is a lamp unto my feet 
and a light unto nrv path." This may be illustrated by 
a lantern. Take one with you and ask the scholars what 
it is for. It is to give light by night. Well, suppose a 
man had to travel over a dangerous road, and took this 
lantern with him, but did not light it : would it be of 
any use to him? No, none at all. Well, just so it is 
with any scholar who has God's Word in his hands, but 
who does not let its light shine on his pathway. He 
might just as well have no Bible at all as to use one in 
this way. 

Does this lantern show the way for a long distance 
ahead ? No, it only shows us a few steps at a time ; but 
this is quite sufficient, for we can only go ourselves step 
by step. If we use the lantern for the little way that it 
shows, we shall find that again it shows us for a few 
steps more ; but in the end it will carry us to the end of 
our journey in safety. What a foolish man he would be 



76 THE TEACHER, THE CHILD, AND THE BOOK 

who should say, " I will not start because this lantern 
does not show me the whole way at once " ! Yet there 
are some people who do not want to begin the life of a 
Christian, because they cannot see all that will follow. 
Is this wise ? By no means. Take the step that you 
now see to be in the line of duty, and in due time the 
next step will be made plain. That is the only, but it is 
the true, way of dealing with your spiritual duty. 

Every teacher carries a watch. If you want to use it 
as an object lesson you can easily do so. Take it out, 
and ask what we call the man who makes watches. We 
call him a watchmaker. Suppose that one man made 
this watch : to whom would it belong ? To him. Why ? 
Because he made it. Who is it who has given to you 
your life, and all the powers of body and faculties of 
mind that you possess ? God. To whom, then, do you 
belong ? To God. Well, then, what right have you to 
use any of these powers in a way that would not be 
pleasing to God ? They are not yours, but his, and you 
should use them to please him. 

Does this watch always go right ? No, sometimes it 
gets dirty and must be put in order again. Do boys and 
girls always go right ? ~No, at times they need to be 
put right. Who is it who can do this ? Only God. 
This teaches us that when we find ourselves spiritually 
wrong, we must go to him, and ask him in prayer to set 
us right once more. 

How often does this watch need to be wound up ? 
Once every day. In much the same way we need each 
day divine help, so that we may " run " in such a way as 



OBJECT TEACHING 77 

shall please our Heavenly Father. This shows that we 
should go to him every day for the grace and strength 
that we need for that day's work and temptation. 

Do men take good care of their watches ? Most cer- 
tainly, and the more expensive and complicated the 
watch, the better care they take of it. Just so every 
boy, who is really much more complicated in his being 
than any watch, should take the very best care of him- 
self. To do this we need God's help, and for this reason 
should go to him day by day for the help which he only 
can give. 

How are all watches set ? By the sun. Yes ; the sun 
governs all our watches. Just in the same way he who 
is the Sun of Kighteousness should govern us in all our 
actions. If we regulate all our conduct by his law and 
example, we shall " keep good time." If not, we shall 
be all " out," and shall be of no use to ourselves or to 
others. 

Should the lesson be on Jesus, the bread of life, take 
into the class a small loaf of bread, a book, and the Bible. 
Ask the class what it is for which we use bread. For 
the satisfying of the hunger of the body. Yes. But 
suppose that a boy is hungry for knowledge, and you 
offer him a loaf of bread : will that satisfy his mental 
hunger? Not at all. He will simply say, "That is not 
what I want." What is it that he must have for mental 
hunger ? He must have mental food, and that is given 
in the shape of facts, and these we get from books. A 
book, therefore, is that from which we get food for the 
mind. But suppose that you are hungry to know the 



78 THE TEACHER, THE CHILD, AND THE BOOK 

way of salvation : will you be able to satisfy that with a 
geography or an arithmetic ? Certainly not. What must 
you have to satisfy that ? The Word of God. That is 
why we study the Bible, so that from it we may get 
food for our spiritual natures. 

How often do we eat bodily food. Three times a day. 
Yet there are some people who eat spiritual food so sel- 
dom that they grow weak, and are not able to do much 
spiritual work. This shows us that we should feed on 
the truths that we find in the Word daily, if we want to 
grow strong. 

A bunch of keys will afford an admirable object lesson. 
Have keys of various kinds. Take them out and tell 
what they are for, and what kinds of locks they will 
open. These are keys that open material things ; but 
there are other things to be opened, and for those we 
have keys of different kinds. I know a book that is 
called " The Key to Health." This shows us how to get 
well and how to keep so. This book is really a most 
valuable key, is it not ? So we talk about the key of 
knowledge and the key of power. Yes, there are all 
manner of keys in this world besides those that we carry 
in our pockets. 

Is there any key to spiritual knowledge ? Yes, God 
has given us just such a key, and it is the Bible. This 
will open to us the way of salvation, if we use it aright. 

But suppose that some one gave you a key to a safe which 
held one million dollars, and you were told that you might 
open that safe and take out all the money that you 
wished. Would that key do you any good if you did 



OBJECT TEACHING 79 

not use it ? No, not a bit. So with the key to the way 
of salvation. It is of no use to you if you will not use 
it. You might just as well not have a Bible as to have 
one and not use it in the right way. Yet many scholars 
in this school who have that key do not use it. What a 
pity! 

If the lesson be on personal purity, take into the class a 
clean piece of white cloth and a small bottle of ink. 
Show the cloth to the class. Comment on its whiteness. 
Then take out the bottle of ink and drop a few drops on 
the cloth. See, now it is soiled. Was it not easy to soil 
it ? Yes. But how about cleaning it : will that be as 
easy as it was to soil it ? Not by any means. To soil is 
much easier than to cleanse. Just so it is with our souls. 
It is much easier to soil than to clean them. Yet many 
of us are very careless about keeping our souls clean. 
You come to Sunday school with your clothes well 
cleaned and brushed ; and you take good care not to soil 
your best clothes, do you not ? And ought you not to 
take at least as good care of your higher nature ? If not, 
why not ? 

But if your soul is already soiled by sin, what can you 
do ? There is only one thing for you to do, and that is 
to go to God in prayer, and ask him to cleanse you once 
more. Then ask him day by day to keep you spiritually 
pure and white, and he will answer your prayer. I know 
of no other way than this, nor does any one else know 
of a better way. 



CHAPTER YIII 

HOW TO SECUEE HOME-STUDY OF THE LESSON 

USE OF PICTURES — KINDS OF PICTURES AVAILABLE — PRAC- 
TICAL SUGGESTIONS 

In every Sunday-school convention the question is 
asked, " How can I get my scholars to study the lesson 
at home ? " This is an important matter, and any light 
that can be shed on it should be most acceptable to ear- 
nest Sunday-school workers. For if the scholar comes 
without any knowledge of the lesson, he comes in a list- 
less and uninterested frame of mind. Of course this 
makes the work of the teacher all the harder. 

If you were to ask the scholars why they do not study 
the lesson at home, they would probably reply that their 
day-school studies are so many and so hard that they 
have no time for anything else. Or if they are at work, 
they will answer that their hours of work are so long 
that they cannot study at all. Each of these excuses has 
some measure of reason in it, and due allowance should 
be made for the scholar's difficulties, which are not all 
imaginary. We do not mean to say by this that the 
scholar cannot study the lesson at home, in the vast ma- 
jority of cases, for that is not true. It is a fact that in 
this, as in many other things, " Where there is a will 



HOW TO SECUEE HOME-STUDY OF THE LESSON 81 

there is a way." We are all anxious to do things that 
interest us. The point, therefore, is to so interest the 
scholar that of his own volition he shall do some of the 
work that the teacher thinks he should do. This " will," 
however, must exist on the teacher's part as well as on 
that of the class. If you want them to take trouble, you 
must be willing to do the same. Real work on the part 
of the teacher will influence the scholar in the right direc- 
tion. 

In this connection I want to tell how one teacher whom 
I know accomplished much with a class of boys. The 
class is composed of boys who are all at work, and there- 
fore busy. They range from fourteen to nineteen years 
of age, and are typical " tenement-house boys." There 
are seven of them. In the first place she bought seven 
blank books, about 7x4 inches in size, and covered 
them neatly with brown paper. These she gave to 
the boys, and told them what she proposed they should 
do. They were to write in the books each week what 
they remembered of the lesson. This they were to do 
in their own words. But if they could not do this, she 
was willing that they should copy out of their " Lesson 
Helps " such portions as they wished. The covers were 
put on the books to keep them clean, and this fact was 
impressed on the boys. 

But this would not of itself have accomplished the re- 
sults that the teacher actually attained. There was not 
enough of interest in this. So she got each week for each 
boy some picture illustrating the lesson. These pictures 



82 THE TEACHEE, THE CHILD, AND THE BOOK 

were given out the week in advance, so that the boy 
could paste his own in his book. The teacher then talked 
about the pictures, so as to make it clear to the scholars 
what they meant. They were told how and where to 
put the pictures in the books. 

Of course the question at once suggests itself, What kind 
of pictures did this teacher get ? We reply, the best she 
could under the circumstances. Sometimes the pictures 
bore directly on the lesson. If, for example, the events 
of the lesson took place in Jerusalem, then she would get 
pictures of that city. Or if, in the lesson, there was 
mention of the Jordan or of the Sea of Galilee, then pic- 
tures of those localities were secured. 

If, on the other hand, no pictures bearing directly on 
the lesson could be found, then such as had some more 
remote suggestiveness were taken. In the case of a les- 
son on Assyria, she secured pictures of the great bulls of 
that land, done in stone, and with these was able to give 
the class some idea of the art of those days. She also 
got pictures of stone or clay cylinders on which was 
writing, to illustrate the way in which men of that land 
and time preserved their records. 

At other times the pictures were artistic representations 
of the events of the lesson taken from old masters, such 
as the picture of the feeding of the five thousand, or the 
miraculous draught of fishes. Where there was nothing 
else better to be had, the teacher got the very plainest 
kinds of wood cuts, that had some bearing on the lesson 
or its truths, and used these. In fact, she used anything 



HOW TO SECURE HOME-STUDY OF THE LESSON 83 

and everything on which she could lay her hands, so as 
to interest her boys, and make them study the lesson, 
and write something about what they had learned. 

It was not always possible to get the same picture for 
each of the boys, but that was not necessary. It was 
only needful to get something for each member of the 
class each week. But soon the boys got so much inter- 
ested in this way of working that they themselves began 
to be on the lookout for pictures, and to use them. These 
were not always appropriate to the lesson, but it showed 
that their interest was now thoroughly aroused and that 
they did the best they could to carry out the ideas of 
their teacher. 

Now another question must be answered. Where did 
the teacher get the pictures ? From anywhere and every- 
where. She used various quarterlies, cutting out all pic- 
tures in them. She got some from the daily press. 
Many of them were mere colored primary class cards, 
which she purchased, and which the boys used with good 
effect. Then she bought many " blue-prints " of noted 
photographs, which can be had for a cent apiece, and the 
boys used them and appreciated them highly. The fact 
is, the teacher was on the watch all the time to see where 
she might strike something appropriate for her class, and 
in this way she was able always to have a supply on 
hand to use when needed. 

From time to time this teacher inspected the books, so 
as to make suggestions to the boys how they might do 
better, or to praise them if they had done well. This 



84 THE TEACHER, THE CHILD, AND THE BOOK 

kept the class up to the mark better than if she had paid 
no attention to what they were doing, and so had given 
them the impression that she cared little about their 
progress. At the close of the season, she had all the boys 
at her house, and I had the privilege of being present. 
The books were all on exhibition, and she gave to each 
boy some recognition (not at all expensive) of the work 
that he had done, and some praise or kindly suggestion 
as to the work in the future. The boys seemed very 
much pleased, and I think made up their minds that they 
would try and do better in the future. 



Of course not all the books were excellent. In this re- 
spect they varied according to the nature of the boy. 
Some were very well done, and were clean and neat. 
Others were poor, and were not at all immaculate, but in 
every case the boy learned much more in this way than 
he would have done in the ordinary way ; and this is the 
one point that we desire to emphasize, for while we can- 
not make good students out of all our boys and girls, we 
can make them better than they were when they were 
put into our hands. This is all that we are responsible 
for. 

One thing more in this connection. This plan had this, 
additional excellence : it gave each boy something to keep, 
which he himself had done. This is no small thing, for 
as the boy in future years looks over the work of his 
boyhood, it will bring back to him many a sa} 7 ing of his 
teacher, and refresh his memory as to the Scripture sto- 
ries that he has been over in his Sunday-school days. 



HOW TO SECUKE HOME-STUDY OF THE LESSON 85 

Now no thoughtful person reading this but will have by 
this time said : " But all this must have cost the teacher 
much time and pains ! " Yes, undoubtedly this is true. 
She put much more time on her preparation than she 
would have done on the old lines. But what is a teacher 
for but to take just such pains for her class ? If we 
want the class to do good work (which we all do), how 
can we succeed if we do not set them an example ? That 
teacher who will not work herself has no right to com- 
plain if the scholars do not work. The simple fact is 
that I have noticed, in a considerable experience, that 
the teacher gets just about as much work out of a class as 
she puts into it. At all Sunday-school conventions we 
hear about some man or woman who has a marvelous 
class of boys, or girls, or adults. We ask, " How did 
they do it ? " Those present at the convention think that 
there is probably some secret and easy way of accomplish- 
ing this result, and they want to get hold of that way. 
But there is no such " short and easy way " of succeeding. 
It must be by work, hard and long, that all these suc- 
cesses are won, and he who will not put in the work will 
have to go without the success. 



Some teachers are not so situated as to be able to get 
pictures such as we have indicated. For them I would 
make now another suggestion, in the line of getting their 
scholars to do work outside of the class. Let the teacher 
look ahead in the lessons, and then assign from week to 
week, to one scholar or another, certain things to be 
looked up that week, on which a brief report is expected 



86 THE TEACHEK, THE CHILD, AND THE BOOK 

the following Sunday. These topics should not be hard, 
and the report given should be short. 

For example for a lesson on the birth of Jesus, give to 
one scholar the theme of Bethlehem. Tell him that you 
want him to tell a little about the situation of that town, 
and about what renowned persons lived there. This 
will bring out the stories of David, who was born there, 
and of Ruth and Naomi, and their experiences in that 
village. In this way the class will learn that Bethlehem 
was a renowned place in the history of Israel. When 
you come to the lesson on Jerusalem you will, of course, 
have some boy tell the brief story of how Jerusalem was 
first captured, and of how many sieges it has undergone, 
and what its present state is. The story of that city is a 
most romantic one, for few cities have gone through 
with such varied experiences as that one. 

The story of the baptism of Jesus brings us to the 
Jordan, one of the most remarkable rivers of the world. 
Have some scholar tell how this river rises, how it 
thunders down to the Dead Sea, and loses itself in that 
wonderful body of water, and how three times in its his- 
tory it was miraculously divided, once under Joshua, 
once under Elijah, and once under Elisha. 

In dealing with the baptism of Jesus, which took place 
in the Jordan, near the Dead Sea, assign to a boy the 
Dead Sea as his theme, and let him tell what peculiarities 
mark that little sea. 

In any lesson which tells of the first disciples, it would 
be good to have some scholar report on the twelve 



HOW TO SECUEE HOME-STUDY OF THE LESSON 87 

apostles, and tell what we know of their lives before 
they met the Master. Four of them were fishermen, and 
one a tax-gatherer, while all of them were from the com- 
mon walks of life. 

When you come to Mcodemus, you should have facts 
given about the " rulers " of the Jews, and who they 
were, and what their duties. Also what we know of the 
after life of this Mcodemus. 

In the story of the woman at the well, two scholars 
may have assigned to them the history of the Samari- 
tans, and the story of Jacob's well and its present condi- 
tion. This will help the whole class to understand much 
better the whole lesson story. For remember the class 
will listen to what some one of its members says more 
interestedly than it will to your own setting forth of the 
lesson. 

This will suffice to set forth what can be done in the 
way of assigning topics to scholars beforehand. But 
now some teacher will say, " My scholars have no books 
such as will give them the desired information." This 
may be true, and yet this need not in any way discourage 
the wide-awake teacher. (For the half-asleep teacher, I 
have no suggestions, for he is past praying for.) Let the 
teacher get a copy of some good Bible dictionary, and 
lend it to the scholars one by one, as they are asked to 
prepare on the theme given. Such a book is not at all 
expensive. The cheapest is that published by the Ameri- 
can Sunday-school Union, and is called People's Bible 
Dictionary. It costs only twenty-five cents, and has 
two maps, over two hundred pages of matter, and at the 



AND THE BOOK 

close helpful tables of various kinds. From this the 
scholars can get all that they need for the reports sug- 
gested in this article. The publishers of the book 
will get it for you if you wish. Surely, there is not a 
teacher in this land but what can spare that much, for 
the sake of the good that it will do in his class. 

Finally, will you do this ? Do not put it off and say, 
" Well, I will think about it," for to postpone such a mat- 
ter is fatal. Begin this very day, and adopt one or the 
other of the suggestions that we have made, and then 
stick to it till you have made it a success. 



CHAPTER IX 

THE SUNDAY SCHOOL A FOUR-IN-HAND TEAM 

TEACHER— SUPERINTENDENT — PASTOR — PARENT 

Every one likes to drive a four-in-hand team. There 
seems to be such power and freedom of action in four 
well-trained horses that difficulties vanish, hills are noth- 
ing, and distance seems annihilated. If all goes well, all 
goes very -well, but, alas, if all does not go very well, it 
goes very ill. The results of work in a four-in-hand team 
remind one of the little girl. 

" There was a little girl, and she had a little curl 
Right down the middle of her forehead ; 
And when she was good, she was very good indeed, 
And when she was bad, she was horrid. ' ' 

So with four horses. If the leaders balk or the pole 
horses refuse to work, the whole team goes to pieces. 

In many respects the Sunday school is like a four-in- 
hand team, and the four horses that draw the Sunday- 
school chariot may be called, first, teacher; second, 
superintendent; third, pastor; fourth, parent. I men- 
tion them in this order, because, from the Sunday-school 
standpoint, the teacher comes first, and the others follow 
in the order indicated. Judged from the standpoint of 



90 THE TEACHER, THE CHILD, AND THE BOOK 

the home, of course the parent comes first, but this 
article is not for home use so much as for use by Sunday- 
school teachers. 



"When these four co-workers pull together in the reli- 
gious education of the scholar, all goes well ; but how 
few Sunday schools are there in the land where there is 
nothing to be criticised in the cooperation of the teacher, 
superintendent, pastor, and parent. Many criticisms 
abound, and at every convention the questions recur: 
" What are you going to do with the pastor who is not 
interested in the Sunday school ? " " How shall we 
treat parents who take no interest in our work ? " 
" How can we remedy the defects in our superintend- 
ent ?" " How can we secure more efficient teachers ? " 

It therefore stands to reason that to make our Sunday 
schools as efficient as possible, we must secure intelligent 
cooperation on the part of these four parties. If they 
pull well together, there is no hill of difficulty over 
which the Sunday school cannot be triumphantly drawn. 
But if any one of the four refuses to do his duty, the 
progress of the Sunday school is by that much retarded. 

If, in reading this chapter, each reader will refrain 
from criticising the others and justifying himself, and 
will take to his own heart the kindly suggestions made, 
it will redound to the advantage of the scholars, whose 
interests we all have so near our hearts. Put the coat 
on yourself, and, if it fits, kindly wear it, until you need 
it no longer. 



THE SUNDAY SCHOOL A FOUR-IN-HAND TEAM 91 

Take now first the teacher. I have given hints else- 
where in this volume as to what the requisitions are 
for a good teacher. Let me remind you again that 
no one can be a good teacher who does not love his 
scholars. Scholars will soon find out whether they are 
a bore or not. The teacher who finds teaching a nui- 
sance will take little pains and have no pleasure in his 
work. The result will be disastrous. Again, no one 
can be a good teacher who does not love the Word. If 
you had rather teach secular things than things religious, 
you had better either resign or repent. 

No one can be a good teacher who is not willing to 
make some sacrifice. There are times when it is not 
agreeable to go to Sunday school. There are days when 
it is not pleasant to study. No good work of any kind 
is ever done without being willing to sacrifice your own 
convenience. Another thing requisite to successful 
teaching is a spirit of prayer. Paul may plant and 
Apollos may water, but God giveth the increase. All 
teaching and preaching is vain unless God add his bless- 
ing. God answers prayer. " I will be inquired of con- 
cerning this thing, saith the Lord.'" The praying teacher 
is the powerful teacher. To be prayerless is to fail. 

I have already indicated above the need of a coopera- 
tive spirit. The critical spirit contents itself with find- 
ing fault. Cease finding fault, excepting as you find 
fault with yourself, and begin to see where you can be 
more helpful in the work to which you are called. 



92 THE TEACHEK, THE CHILD, AND THE BOOK 

The superintendent is another of the pole horses, and 
must work side by side with the teacher. Just as it is 
possible for the teacher to uphold his hands or under- 
mine his work, so it is possible for him to strengthen the 
teacher or hinder him in his efforts. The superintend- 
ent has the management of the whole school largely in 
his hands. He can do much to assist the teacher in 
countless ways. Space will not permit us here to indi- 
cate all these. A wise superintendent will ever be on 
the alert to discover such practical methods as shall raise 
the tone of his school. 

In the first place, by his own example he may do much 
to assist the teacher. If he be prompt, always on hand 
a little before the time, the teachers will feel the impulse 
of his action. If he be bright and cheerful in opening 
the school, the school will reflect his spirit. I have 
known superintendents so inert, dull, and dreary that 
everything seemed to lag. There was no power or go, 
brightness or stimulus in the exercises of the school. 

There is an enormous amount of literature which bears 
on the work of the teacher. A great deal may be found, 
for example, in a periodical like the Sunday-school Times, 
which can be had for a dollar a year. A superintendent 
can take a paper like this, and if he have not money 
enough to subscribe for it for his teachers, and they be 
too poor to get it for themselves, he can lend it to one 
and another, marking the helpful articles. There are 
very few superintendents who could not spare five dol- 
lars in the course of a year, and in this way assist their 
teachers mightily, in furnishing them helpful literature. 



THE SUNDAY SCHOOL A FOUR-IN-HAND TEAM 93 

No first-class school can get along without a teachers' 
meeting. Here again the superintendent's cooperative- 
ness comes in. If he be not able to conduct the meet- 
ings himself, he can secure the help of his pastor, or of 
some competent man in the church. Thus the teachers 
will be the better prepared for the duties of Sunday, and 
will come to the class knowing what they are going to 
teach and how they purpose to teach it. 

Alas, alas, there be pastors who feel as though the Sun- 
day school were too small an affair for them to take 
much interest in. Their sermons occupy their whole at- 
tention. So the Sunday school goes on week after week, 
and the pastor never shows his face at any of the ses- 
sions. This is a dire mistake. How can Sunday-school 
scholars feel any interest in the church when the leader 
of the church manifests so little interest in them ? The 
pastor should be in his school as often as possible. It 
may be well for him sometimes to conduct the review. 
At others to lead the devotional services. Between him, 
and the superintendent, and the teachers, there should 
be such a close bond of union as to lead the latter to go 
to him with any of their difficulties. 

I knew a pastor once who regularly sent out, at ap- 
propriate times, the following circular to all his teachers : 
— " Dear friend : The following scholars in your class 
are members of this church. Please watch over them 
with peculiar interest, and the moment you see anything 
calling for my attention, kindly let me know." Then 
followed the names of those scholars who had united 



94 THE TEACHER, THE CHILD, AND THE BOOK 

with the church. In this way the pastor had fifty 
watchers, watching for the spiritual welfare of the 
young church members, and ready to report to the pas- 
tor the very first signs of spiritual trouble. Was not 
this a power in the work of that minister ? 

The pastor should always be at the teachers' meeting, 
though he need not always lead it. He then comes into 
intimate connection with his teachers. He learns their 
deficiencies and their proficiencies. He knows how to 
estimate their power and how to supplement their weak- 
ness. They learn to look at him as their spiritual leader 
in a new sense and feel the power that springs from 
sympathetic cooperation. If thus the teacher, the super- 
intendent, and the pastor pull together, they will find 
many difficulties which have heretofore daunted them 
disappear. Their work will become easier, pleasanter, and 
more successful. 

The chief difficulty comes when we try to have the 
parent cooperate. Of course, in many schools where the 
classes of scholars came from godly families, there is no 
very great difficulty here. For godly parents do in some 
measure try to take an interest in the work done in the 
Sunday school to which their children go. Yet, even 
here I have found that there was room for improvement. 
There are some parents who take too much for granted, 
and leave the teacher to work out the salvation of the 
child without much parental help. 

But where the parents are not godly the difficulty is 
very great. In many families the children are sent to 



THE SUNDAY SCHOOL A FOUR-IN-HAND TEAM 95 

Sunday school as much to get them out of the way as 
for anything else. I have known cases where the mother 
did not know what Sunday school her girl went to, so 
little did she care for the spiritual welfare of her child. 
She w r ould never have acted in this way in regard to a 
secular school. Oh, no ! In that case she would have 
taken much pains to find out which was the best school 
of the neighborhood. But in matters religious, she 
showed no such anxiety, but let the child roam around 
and choose her own Sunday school. 

What can be done in such cases as this ? Much, if the 
workers are in earnest. In the first place, there is the 
duty of forcing the parent to take an interest in his own 
child. Let no school take any child unless there is a 
written application from the parent to that effect. Have 
printed forms in the school, and when any child applies, 
give him one of these forms, and tell him that his parents 
must fill it out before he can be admitted to the school. 
The child will take it home, and the mother or the father 
will fill the form out, and will at the same time feel an 
additional respect for a school that takes such pains with 
its scholars. 

Then let the teacher keep up the interest thus 
awakened by sending to the parents reports of how the 
child is progressing. Parents value this as much in a 
Sunday school as they do in a secular school, only they 
have not been accustomed to expect so much care to be 
given to the children in the former as in the latter. 
They now begin to look at the Sunday school with more 
admiration. 



96 THE TEACHER, 

If efforts in visitation are added to such efforts as have 
been suggested, it will be found that much can be ac- 
complished in getting the parents to take an intelligent 
interest in their children's welfare in the school. Let the 
teacher visit the homes of the scholars that are under her 
care. The teacher will always find a welcome just be- 
cause she is the teacher. Let her make friends with the 
father and the mother of her scholar, and make them 
feel that she is their friend. Then it will be an easy 
matter for her to go further, and consult with them with 
regard to any difficulties that she may have had with the 
boy or girl in the work of the class. There is hardly a 
parent in all the land who will not meet the teacher half 
way in this matter, and try to be helpful in getting the 
child to behave better in the future. 

There may be some cases where the teacher finds it 
difficult to get access to the family, or where she finds 
peculiar difficulties which she is not able to overcome. 
In that case she should call upon the superintendent for 
his aid. If the school be not too large, he will be able 
himself to do some calling, and could take up a difficult 
case, and by virtue of his office find access where the 
teacher could not. Thus the superintendent would sup- 
plement the work of the teacher, and the two perhaps 
accomplish more than one alone could do. 

I have known cases where the pastor's aid had to be 
called in. Every true pastor will be glad to help in such 
emergencies. The minister of the church can do some 
things that no one else can do. in the line of visiting. 



THE SUNDAY SCHOOL A FOUR-IN-HAND TEAM 97 

Let him go when the teacher asks him to do so, and try 
to enlist the cooperation of the parents in the work that 
the Sunday school is trying to do. That would be a 
dull family which, being called on by teacher, superin- 
tendent, and pastor, made no right response. Where 
there is one such case, I fear there are many hundreds 
where Christian workers have not put forth one half of 
the effort suggested above. The result is that teach- 
ers are working on without the help that they might have 
from the families of the scholars under their care. 

But more than this. Remember the evil that comes to 
any family in which parents are allowed to go on in this 
careless way. While, by such visiting as I have spoken 
of above, you are helping the scholar, you are also help- 
ing the parents. They need this help just as much as do 
the children. It is a dire evil that there should be any 
parents who care so little for their own offspring as not 
to know where they go to Sunday school, or who 
their teachers are. But so it often is, even in civilized 
New England. It should be our aim to remedy this so 
far as is possible, for the sake of (1) the scholar, (2) the 
parents, (3) the teacher, (4) the church, and (5) the com- 
munity at large. 

I have known much good to result from a general meet- 
ing for social purposes between the teachers and officers 
of the school and the parents of the scholars. When I 
was still superintendent of a large mission school, num- 
bering one thousand scholars, we had regular meetings 
each year, to which all the parents of our scholars were 



98 THE TEACHER, THE CHILD, AND THE BOOK 

especially invited. We sent out these invitations in an at- 
tractive printed form addressed to the parent. Of course, 
not all the parents responded. That would have been 
to expect too much, but a great many of them did come. 
So far as possible, we had attractive speakers to address 
them. They were told again and again what the object 
of our Sunday-school work was. We impressed upon 
them what we desired to do for the children, but, above 
all, we made it very clear what we wanted them to do 
along the line of cooperation with us. In this way we 
secured their intelligent help, and the school rose to 
planes of efficiency which it could not have otherwise 
reached. 

A capital opportunity for all Sunday schools to reach 
the parents is afforded by the Christmas Festival. The 
singing and other exercises in which the school engages 
are so attractive that it is easy to get the parents ' to 
come. When they are there, the minister can again use 
this opportunity to tell them of the aims, the desires, and 
the hopes of the Christian workers in the church. 

Many Sunday schools in the country have the regular 
" Sunday-school Concert Exercise." These occasions are 
also very popular, and I have noticed that the church is 
generally crowded. Here, again, is another chance to 
enlist the sympathy of the parent and to explain to him 
how he can help in the church work. 

Oh, my friend, if only we keep our eyes open, oppor- 
tunities for securing the cooperation spoken of are 
abundant. If the time used in complaining of difficulties 



THE SUNDAY SCHOOL A FOUK-IN-HAND TEAM 99 

were employed in the removing of them, there would be 
less of complaint and more of rejoicing. Probably many 
of the teachers who read this, and possibly some of the 
superintendents and pastors, have never tried any of the 
methods suggested. My advice to you would be to begin 
at once and see whether many of the difficulties under 
which you have labored will not by degrees disappear. 

And now, finally, let me say, KEMEMBEK THE ELE- 
MENT OF TIME. Every reform or advanced move- 
ment takes time for its full efficiency to be seen. You 
will have to persevere along the lines indicated for about 
one year. Then, however, you will realize that you have 
made considerable advance, and the chance is that you 
will begin to wonder how you ever got along on the old 
lines. 



L.oFC. 



CHAPTEE X 

THE TEACHER'S BEST FOUR THINGS 

THE BEST MATEEIAL ; CHILD NATURE — THE BEST TOOL ; 
THE WORD OF GOD — THE BEST HELPER ; THE HOLY SPIRIT — 
THE BEST RESULT; CHRISTLIKE CHARACTER 

I sometimes find it hard to talk with an audience into 
whose faces I have never looked. I want to meet your 
wants as closely as possible, and yet never see or hear 
from you. In this state of affairs, all I can do is to draw 
on my experience with many teachers whom I have seen 
and conversed with, and take it for granted that your 
wants are much the same as theirs. 

Experience teaches me that many teachers go on in a 
kind of humdrum way, not daring to give up their 
classes and yet not enjoying their work. What is the 
trouble with them ? I think that one of their difficulties 
arises from the fact that they do not realize what they 
are working upon, what they are working with, and what 
they are working for. So now I will try and give 
them some help along this line, in the hope that in this 
way I may be able to encourage them in their great 
work, and put some new thoughts into their minds. 

Teacher, remember four things. Remember 

100 



THE TEACHER'S BEST FOUR THINGS 101 

The material on which you -work. It is the best there 
is. Every true worker loves to have good material on 
which to work. The musician praises his calling, for, to 
his mind, there is nothing so good as tone. Quality of 
tone, and sweet harmony, are to him a delight. And in 
this he is right. I remember, when a boy, having a 
music master. At the same time I also was learning 
painting. Now it happened more than once that the 
painting teacher pressed me a little, so that for one week 
I in a measure neglected my music. When I came to my 
music master, he at once noticed the state of affairs, and 
would say, "What have you been doing all the week? 
This lesson goes very badly." When I gave him my 
excuse he would scornfully reply, " Painting ! What is 
that worth compared with music ? You take your violin 
and play such divine music, as to make the people weep 
for joy. But a painting is a dull thing, that you put on 
the wall, and few ever even see it. My boy, pay atten- 
tion to your violin and let the painting go." 

On the other hand, if I obeyed his injunctions, and 
neglected my painting for a week, the painting teacher 
would say, " See here ! What is the matter with you ? 
You seem to be going backward ! This is very poor 
work." When I explained to him how matters stood, he 
would reply, "Well, that passes my comprehension. 
Music ! Why, you fiddle a tune and it is finished. No 
one carries away anything. But if you paint a fine 
picture, you hang it up in your room, and you have a 
thing which is a beauty and a joy forever. Young man, 
let your music go, and press on with your painting." 



102 THE TEACHER, THE CHILD, AND THE BOOK 

Now I suppose if I had at the same time taken lessons 
in sculpture, and had at any time neglected that for 
either of the other arts, I should have had a similar 
lecture. The master would have said, " See here, young 
man! You are neglecting your work for the sake of 
your music or your painting. Remember that of all arts, 
that of the sculptor is the divinest. For when you have 
finished your statue, it needs only the breath of life to 
make it a living thing ! " And from his standpoint, he, 
too, would have had some measure of right. It is well 
for these men to exalt the material in which they work, 
and only in this way can they reach the highest scale of 
perfection. 

But the Sunday-school teacher has better material on 
which to work than any of these men. For we have the 
plastic material of human nature in which to work. The 
very finest work of God, so far as we know it, is a human 
being. Far above all color or form, this stands, for it is 
living, and can be made a most glorious thing, that shall 
shine to all eternity in the very image of the Master 
himself. What comparison can be made between the 
finest painting of a Messonier, or the noblest work of a 
Michael Angelo, and a child that sits in front of you ? 
This one is in the image of God, and though that image 
be marred by sin, ours is to restore that image, and make 
it again perfect. Did you ever think of it in this way 
before ? If not, then try hereafter to realize the mag- 
nificence of the material that you are called upon to 
mould. Never again let yourself think of your scholars 
in the old and dead way, but remember that of all the 



THE TEACHER'S BEST FOUR THINGS 103 

material that God ever gave to human workman, yours 
is the very best. 

Every workman must have tools with which to work. 
This the Sunday-school teacher has. And the tool which 
God has put into his hands is, like the material, the best 
there is. What is our tool ? The Word of God. See 
what a splendid tool this is. It is God who has made 
the human soul, and the same God has made a book that 
fits all the deepest wants of that soul. He knew what 
we needed for spiritual life and power, and he has fur- 
nished that in its perfection. There is no other book in 
all the world, from which a teacher could teach year in 
and year out for years, without getting so tired of it that 
he would wish to make a change. But this is not the 
case with the Bible. All good teachers will bear this 
witness, that the longer they teach it, the more wonder- 
ful it seems to them. It is only poor teachers that think 
it a dull book. See what splendid history it has, for the 
most part put in that most attractive of all shapes, the 
biographical. Stories abound, and those of the most 
fascinating kind. We see the grand Patriarchs journey- 
ing from land to land ; we go with David on his journeys 
of exile ; we stand with Daniel in the den of lions, or see 
the three walking boldly into the fiery furnace. Or, 
better still, we keep company with our blessed Lord, and 
witness his wonderful miracles of healing, or listen to his 
more wonderful teachings. With Paul and Peter, we sit 
in prison, or with John we have the curtain drawn, and 
are permitted to get a glimpse of the glories of the better 
land. Is not all this most interesting ? Or if we want 



104 THE TEACHER, THE CHILD, AND THE BOOK 

comfort for the sorrows of life, we find it in abundance 
in the promises. Warnings, promises, directions, pre- 
cepts, examples, all are to be found in due proportion in 
this blessed book, so that there is not one single spiritual 
want of the scholars that is unprovided for. Yes, the 
tool that we have is the best there is. We can say of 
that, as David said of the sword of Goliath, " There is 
none like it. Give it me." 

Yet in spite of all this, I seem to hear the teacher say, 
" Yes, but I feel so weak. I am not able to teach as I 
would like to, and do not feel that I can reach the hearts 
of my scholars." No, no more can you unless you have 
some one to help you. But here, too, God has not left 
us to stand alone. Just as we have the best material on 
which to work, and the best tool with which to work, so 
God has provided for us the best helper. This is none 
other than the Holy Spirit of the living God. Just here 
is where so many teachers come short in their work. In 
their own strength they go, and so they run in vain. 
They do not at all realize that the same Spirit who 
inspired the holy men of old to write the Bible, is very 
anxious to bring that Bible to bear on the hearts and 
lives of men. It is indeed true that without his aid, not 
all the wisest men in the world could bring one child to 
the knowledge of the truth ; for the child would still 
remain unconvinced. It is not in the power of man to 
convert one single soul. That lies in God's hands. But 
this is just exactly the work that the Holy Spirit delights 
to do. He is far more anxious for the conversion of each 
member of your class than you ever were. Have you 



105 

ever thought of this ? If not, then it is high time that 
you realize it, and take courage. For in the first place 

The Spirit wants to dwell in your heart to empower 
you for service. It is very possible that one reason why 
you have been so unsuccessful is because you have not 
asked him to come and make his home in your heart. 
You have run in your own strength, and so have been 
defeated. If you had asked more fervently to have him 
abide with you, and prepare you for service, you might 
have succeeded better. Not the most intelligent teacher, 
but the most consecrated one, is the one who gets fruit- 
age. I have seen this over and over again. So, too, not 
the most intelligent preacher, but the most godly one, is 
the one who has souls for his hire. Mr. Moody did not 
speak his own mother tongue correctly, but he got more 
souls than many elegant scholars. See, then, what a 
helper you have, who is willing to go with you to your 
class ! It is none other than the omnipotent Holy Spirit, 
who knows all about your weakness, and is ready and 
anxious to supplement it by his power. Remember, if 
you ever go to your class without his accompanying you, 
it is not because he is not willing to go, but because you 
do not want his help. Is this not a very serious thought, 
that you have not asked your best helper to go with you ? 

But again, the Holy Spirit is anxious to reach the hearts 
of your class. You are not half as desirous of this as he 
is. He knows what blessings he has to bestow, and 
knows what an awful fate awaits those who are not 
born again, He knows that no one but he himself has 



106 THE TEACHER, THE CHILD, AND THE BOOK 

the power to create a new heart. And he longs to do 
this for all who will permit him to. He will not force 
any one to accept his aid, for men always remain free 
agents, and can decline his help ; but he does try and 
persuade them to accept what he has to give. I believe 
that there is not one single scholar in your class on 
whose heart the Holy Spirit has not at some time made 
an impression. You may not have known it at the time, 
for many of our scholars hide their deepest feelings from 
us. But it is none the less true that they all at times 
feel their best natures stirred ; and if they would follow 
the lead of these impulses, it would not take them long 
to get out into the light. Not for lack of gentle lead- 
ings will any in our schools be lost, but because they re- 
sist those influences which they acknowledge to be from 
a higher power. 

So, let me repeat, you have the best material on which 
to work that there is, you have the best tool with which 
to work, and you have the best co-worker that there is. 
What could you ask more ? 

Now, finally, you aim at the best results that there 
are. You and I as Sunday-school teachers are not aim- 
ing to teach our scholars geography, history, biography, 
orientalisms, manners and customs only. In fact, all 
these are very subsidiary in all our work. That some 
teachers do spend most of their time on these things, is 
very sad, but that does not prove that these are what 
the true Sunday-school teacher should aim at. They are 
only means to an end that is far higher. What is it 
that you are really aiming at ? Have you ever stopped 



THE TEACHER'S BEST FOUR THINGS 107 

and asked yourself this most important question? If 
not, will you not please do so now ? It will help clarify 
your thoughts, and give definiteness to all your future 
work. If I am right, the true teacher has two aims in 
all his work. 

The first of these is the conversion of the scholar. 
All your teaching should have this as its most prominent 
aim. For the Master himself has said, " Except a man 
be born again, he cannot see the kingdom of God." So 
we aim at the new birth. This we can reach only by 
the aid of that Holy Spirit of whom I spoke some little 
time ago. Our aim then is spiritual, and not merely in- 
tellectual. But since the spiritual nature is the highest 
that we possess, and since it is that which we all have in 
common with our Heavenly Father, we are really aim- 
ing at that which is best in the scholar. To be born 
again is to have the beginnings of that life which lasts 
forever. To this, all else is subordinate. Without it, 
nothing permanent has been accomplished, but with it 
we have made a beginning that has no end. This is 
why I would put tremendous emphasis on this first aim 
of the faithful teacher. 

The second aim is the development of a Christlike 
character. Have you ever thought that God's aim in 
working for humanity is to restore that divine image in 
which our first parents were created ? Nothing less than 
this will satisfy the love of God. For this it was that 
the Son of God came to this earth, and made the sacrifice 
that he did ; and for this the Holy Spirit is longing. 



108 THE TEACHER, THE CHILD, AND THE BOOK 

To become in a measure human Christs should be our 
aim ; and to secure this in our scholars is the aim of all 
earnest teachers. To have " the mind of Christ formed 
in us," is the noblest aspiration that can inspire the 
human breast. For when that is done in all of our race, 
then all vice and crime, and sin of every kind, will come 
to a perpetual end, and all sorrow and suffering will 
cease, and heaven will have begun in our hearts and our 
homes. What do you think of this aim and object of all 
Sunday-school work ? Is there anything higher and 
nobler than this ? Could an angel ask for better w T ork 
than that which has been allotted to you in your class? 
Is it possible for you to conceive of a grander task than 
this ? If not, then surely you ought to be grateful for 
the work to which Almighty God in his grace has called 
you. Yes, you. 

Have you ever been tempted to resign your place as 
teacher ? Has it seemed to you a kind of drudgery ? 
Have you sometimes said in your heart, " Oh, what is 
the use? I had better get out of the school." Well, I 
do hope that I may have done at least something to en- 
courage you in this chapter. For have I not shown 
you that you have four of the best things in this world ? 
We all like " the best," and here it is all ready to your 
hand, — the best material on which to work, the best tool 
with which to work, the best helper with whom to work, 
and, finally, the best results to be attained. What do 
you want more ? 



CHAPTER XI 

DEVOTIONAL SERVICES 

OEDER AND QUIET A PREREQUISITE — DOORS TO BE 
CLOSED— CAREFUL PREPARATION NEEDFUL— SCRIPTURE 
READING— APPROPRIATE HYMNS— PRAYER 

My theme in this chapter is the devotional services of 
the Sunday school. Far too little attention is paid in 
most schools to this part of their work. Generally this 
part of the service is called " Opening Exercises." This 
is unfortunate, for it degrades the worship of Almighty 
God into mere " Opening Exercises." This is too much 
like the " Preliminary Exercises " of the church service. 
" Preliminary " to what ? Why, to the sermon of the 
minister. This is all wrong, for nothing can be called 
preliminary which is worship of our Heavenly Father. 
In many schools it would seem as though the term 
" Opening Exercises " referred to the doors, which are 
all the time opening while the school is vainly trying to 
worship. Let all workers bear well in mind the fact that 
true worship is a large and most important part of the 
school session, and that it should be exalted rather than 
degraded by being miscalled, as it now so frequently is. 

But belittled in name, this part of the service is nat- 
urally belittled in fact. Hardly any attention is paid to 

109 



110 

it, and the school is taught to regard it as of little im- 
portance. It is looked at as something to be gotten 
through with as easily as possible — much like whooping 
cough. The officers of the school do not mind running 
up and down the aisles attending to details of business, 
such as library books, or secretaries' rolls, and the school 
is in anything but a worshipful frame of mind. The 
fundamental trouble is that we think too little of wor- 
ship as an act of the soul Godward, and this idea perme- 
ates all our actions. 

This difficulty will not be remedied until we change 
our attitude in this matter and give to prayer and praise 
their proper place in all of our school work. When we 
understand that the attitude of the soul towards God is 
vital, and that until that is right all study of his Word 
will be vain, then, and not till then, will we make our 
devotional service as bright and helpful as it should be. 
In this matter our Episcopalian friends are far ahead of 
us Presbyterians, Methodists, Congregationalists. We 
can learn much from them in this matter, as they have 
much to learn from us in other lines of Sunday-school 
work. 

As helpful in the right direction, we suggest the fol- 
lowing thoughts : Order and quiet are essential to a 
spirit of true worship. Mobs never worship„ There- 
fore, do not try to worship either in prayer or in praise 
till you have secured perfect quiet in the school. By 
quiet I mean such quiet as is found in public schools 
when the principal calls for order, There all pay undi- 



DEVOTIONAL SERVICES 111 

vided attention to what the principal has to say. This 
should be the case in all of our Sunday schools. We 
can have it if we want, and if we do not get it, it is our 
own fault. 

One of the first things needful to get order is that the 
doors be shut. Put some one at each door to keep it 
shut while the school worships. This will prevent 
scholars who come late from entering their respective 
classes, thus making disturbance. Then the teachers 
and all the officers must stop everything that can inter- 
fere with this worshipful attitude. No running around 
must be allowed. All should sit still and pay attention 
to the matter in hand, which is the singing of God's 
praise, the reading of God's Word, and the calling on 
God in prayer. The very quiet that will now reign will 
help the scholars in this devotional exercise. 

But just here some one will say : " How about those 
who come late ? Must they stand outside in the cold 
for, say, twenty minutes, while the school is worshiping 
inside ? " Not necessarily. For the doors may well 
be opened once or twice during this part of the school's 
work to let in the late comers. These, then, will quietly 
pass to their seats, the doors will be closed again, and 
the school resume its worship. But while the late- 
comers are getting to their places, let the school do 
nothing but wait. This will make the tardy ones 
ashamed, and they will come to order just as swiftly as 
possible. Never try to do two things at a time in your 
school When you worship, do nothing else ; and when 



112 THE TEACHER, THE CHILD, AND THE BOOK 

scholars are taking their seats, attend to that exclu- 
sively. Never try to sing down noise. 

Of course, if you have never had the doors shut you 
must not take this step until you have had the matter 
discussed in teachers' meeting and there agreed upon. 
Otherwise, you will have much complaint on the part of 
those who are shut out. Let the teachers vote on this 
matter, and then if they decide to close the doors, they 
will have themselves to thank if they are obliged to 
stand outside for ten or fifteen minutes. 

The effect of the preceding suggestions, if they are car- 
ried out, will be felt at once through the whole school. 
There will come to it an unwonted quiet just as soon as 
the scholars hear the bell that calls for order. There 
will be a kind of esprit de corps, which will do much to 
help the teacher in his class work after the devotional 
part of the exercise is through with. The scholars will 
understand that their leaders exalt the matter of wor- 
ship, and they will all the more readily imbibe the 
spirit of praise and prayer. It is well worth the while 
of any school to try what has been suggested, for if 
once tried no school would willingly go back to the old 
plans of disorder and lack of worshipful spirit. 

But this is not all. The superintendent must carefully 
prepare for this service of worship beforehand. He will 
fail if he leaves anything to the impulse of the moment. 
Yet this is what many superintendents do. They never 
think of what they are to sing, or what portion of 



DEVOTIONAL SERVICES 113 

Scripture they are to read, or whom they will ask to 
lead in prayer, till they get to the school. As a re- 
sult, things go on in a kind of happy-go-lucky way. 
This is all wrong. Every detail should be thought out 
before the superintendent leaves his home. Then he 
will go to his school in a quiet frame of mind, and his 
teachers will feel that he has come to lead them, per- 
fectly prepared to do so to their edification. They will 
then follow him all the more confidently, and the whole 
school will feel the blessed influence of such leadership. 

In carrying out this thought of worship, let me say that 
it is good to have a printed form of worship. This 
form will indicate when the school is to sing, read, or 
pray, and whether the scholars are to stand or sit. It will 
give the responsive reading of some part of Scripture, 
and in this way will help secure that order that counts 
for so much in our work. If possible, such printed form 
of worship may be pasted on the two inside pages of 
the cover of the singing books, and so be preserved in 
convenient shape. Many times schools will find that 
music publishers will be very willing, at no additional 
expense, to bind in their devotional form with the 
music. In our Olivet Sunday School we have such a 
form with five sets of responsive readings in it, and the 
publishers very kindly bound it up with our music 
books. Or it can be printed on a stiff cardboard, and 
be given out to the school at the beginning of each school 
session. Anything will do that will indicate to the 
scholars what it is that you wish of them. The result 
will be most beneficial. 



114 THE TEACHER, THE CHILD, AND THE BOOK 

These responsive readings of which we have just 
spoken ought to consist of some of the most important 
passages of Scripture, which we wish by constant repe- 
tition to impress on the minds and hearts of our scholars. 
Such passages are the 103d Psalm, the 90th and 91st 
Psalms, the great passage from John 3, which speaks of 
the new birth, and such a passage as John 14. It is no 
small thing to have our classes familiar with such por- 
tions of the Word of God, for they may be of immense 
influence in forming their future lives. We must re- 
member that many of our scholars never hear the Bible 
read aloud in their homes, and hardly ever read the 
Word themselves, so that what they hear of the Scrip- 
tures in the school is all that they become familiar with. 
On this account leaders must do all in their power to 
fasten these more vital parts of the Word in their 
minds. 

This brings us to the matter of the choosing of the 
hymns. This is not infrequently left to the chorister or 
pianist. Too often this individual picks out hymns to be 
sung merely because they have a certain " go " to them, 
entirely irrespective of the words to which the music is 
set. This is a great evil. Many hymns are mere trash, 
and the learning of the words in no way helps the 
scholar in his religious life. But all our singing ought 
to be made to cooperate in the general service of worship. 
It should help distinctly to enforce the lesson for the day. 
If, for example, we have the lesson on the raising of 
Lazarus ; the theme here is " divine power." Let one of 
the hymns be " All hail the power of Jesus' name." Or 



DEVOTIONAL SERVICES 115 

if the lesson be Peter's denial, let one of the hymns be 
" Jesus, and shall it ever be, a mortal man ashamed of 
thee." This is what we mean by the hymn helping the 
lesson. To pick out such hymns will sometimes require 
much thought, but it will pay in the end. 

Many times the hymn ought to be explained to the 
school on account of the figurative language that is used, 
which the ordinary scholar will not understand. For 
example, in such a hymn as " From every stormy wind 
that blows," we find repeated allusions to the " Mercy 
Seat." The scholars need to be told what the " Mercy 
Seat" is, and how we come to speak of our coming to it 
in prayer. In the hymn " Sweet hour of prayer," we 
need to explain what we mean by " my rest a stone," 
and how we use the story of Jacob's experience at 
Bethel as a kind of illustration of our own experience in 
the sorrows of life. In this way the school will be able 
to sing with understanding as well as spirit. 

Sometimes it is well to have the hymn read over by 
leader and classes responsively before it is sung, so that 
the leader may be able to call attention to what the 
hymn means. Then the school will sing it much more 
thoughtfully than it otherwise will. In this, as in many 
other matters, a little careful forethought will be found 
to be very helpful to the scholars. 

Now we come to the very important matter of prayer. 
Either prayer is of no use, or it is of the utmost use. 
Prayer cannot occupy a middle ground, as something 
neutral. If prayer really reaches the throne of God, 



116 THE TEACHER, THE CHILD, AND THE BOOK 

then it is of the utmost importance to us. If in answer 
to prayer we receive pardon for our past sins and grace 
for our future conflicts, then the more and the more 
earnestly we pray the better. But in many schools I 
find that the privilege of prayer is underrated. They 
seem to think that any one can lead in prayer, and that 
it calls for no especial preparation to lead five or six 
hundred scholars to the throne of the divine grace. This 
is all a dreadful mistake. The consequence is that many 
prayers offered in our schools do not reach any higher 
than the ceiling of the room in which they are offered. 

I have sometimes heard persons pray in such a way 
that no one could hear what they were saying, and the 
only way in which the school knew that the prayer was 
done was by a kind of intuition. This is pitiful. Then, 
too, who has not heard prayers that were over the heads 
of the children, which they could not understand even if 
they tried ? 

In general we may say that at each session of the 
school there should not be less than three prayers. Any- 
way, three short prayers are much better than one long 
one. These three prayers should be as follows : — 

(a) The invocation, near the beginning of the devo- 
tional service. This should be very short, not one min- 
ute in length. It should have direct and exclusive refer- 
ence to the session of the school that has just begun. 
As a specimen of such a prayer we give the following : — 

" Almighty God, our Heavenly Father, grant us now 
thy blessing as we meet in thy name. Help us to sing 
thy praise with hearts grateful to thee for all thy 



DEVOTIONAL SERVICES 117 

mercies. Teach us to read and study thy Word with 
humble minds, and help us to obey that which we there 
find. Evermore teach us how to pray, remembering 
that thou art always ready to hear and answer those 
who pray to thee in faith. This we ask for Jesus' sake. 
Amen." 

Such a prayer will not take more than half a minute, 
but if offered in faith and with earnestness, it will give 
tone to all that follows. 

(h) The next prayer should come before the studying 
of the lesson. This may well be longer than the invo- 
cation. It should include more in its sweep. Here the 
leader may well ask for especial help for teacher and 
scholar in the study of the lesson. He may pray for the 
families represented in the school, and mention any who 
are sick or in sorrow. It should also include the mis- 
sionary work in which the school is interested. It may 
sometimes be well to pray for our rulers, especially in 
times of difficulty. Yet even so, this prayer need not be 
more than three minutes long. It is surprising how 
much you can say in three minutes, if only you are well 
prepared. 

(c) The final prayer should be offered at the close of 
the review. It should be very short and very earnest. 
It should only ask that all who are present may have 
grace at once to obey the practical truths that we have 
learned in the lesson for the day. It might at times be 
well also to close this prayer with the Lord's Prayer, in 
which all should join. 



118 THE TEACHER, THE CHILD, AND THE BOOK 

Furthermore, in this matter of prayer, we must try and 
be helpful to our scholars by making them understand 
what it is to " unite in prayer." I well remember when a 
child asking my mother, " What does the minister mean 
when he says, ' let us unite in prayer ' ? " She explained 
it to me, and so helped me to " unite " to some profit. 
Tell the scholars that to " unite in prayer," we must 
listen carefully to what the leader says, and if we wish 
that for which he asks, we must in our own hearts say, 
" Yes, Lord, that is what I want." In this way we make 
the prayer of the leader our own. 

It is a matter of some importance to have the right 
person lead the school in prayer. Not every one has a 
gift in this line. Some tend to pray too long. Others 
begin with creation and seem never to be able to get 
down to the wants of this particular school. Others 
pray so softly that, as we have said above, no one can 
hear them. All these things are evil. But in every 
school there are those (men or women) who can lead in 
prayer to edification. These are the ones to be called 
upon. But no one should be asked to pray in public with- 
out some warning. Let the superintendent tell the 
teacher, whom he wants to have lead, beforehand what 
is expected of him. He will then be able to make some 
little preparation. He will think of the subject of the 
lesson, and of the especial wants of the school. In this 
way he will be able truly to " lead " the school in its 
devotions. 

Whoever leads in prayer should be told to turn 



DEVOTIONAL SERVICES 119 

towards the majority of the scholars, so that his voice 
can be easily heard. This is not so easily done, when it 
is remembered that the school is bowed in prayer, and 
cannot hear as readily as when it sits upright. 

In this connection, we may say that the school should 
be trained to bow in prayer, and to close the eyes. 
Many scholars sit bolt upright during prayer, and keep 
their eyes open. It is not possible to " pray " in this 
way, for there are too many things appealing to the 
eyes, and the attention is distracted. Tell the scholars 
why they should close their eyes and bow their heads. 
They will then be far more likely to truly " unite in 
prayer" than they otherwise will be. 

Finally, remember that many of your scholars learn all 
that they know about devotional service from their Sun- 
day school. They are never taught these things at 
home, and if they do not learn them in Sunday school, 
they will never know them at all. But it is a matter of 
most vital importance that they learn how to pray and 
praise, for on this hangs their future spiritual life. And 
you and I, as their leaders, are responsible before God 
for their instruction. 



CHAPTEE XII 

SUNDAY-SCHOOL FINANCES 

BY MRS. A. F. SCHAUFFLER 

SCHOLAES SHOULD NOT SUPPORT SCHOOL FINANCIALLY — 
TIME AND MANNER OF COLLECTION — REGULAR GIVING — 
GIVING AN ACT OF WORSHIP— MAKE UP YOUR ESTIMATE A 
YEAR AHEAD— GIVE INCESSANT INFORMATION AS TO 
CAUSES HELPED 

The finances of the Sunday school require able hand- 
ling, wise planning, and prudent management. This 
subject is by no means to be put on one side as one of 
no importance, for it has a very vital connection with 
the success of the school, and the proper training of the 
young people who attend it. An offering is taken in all 
Sunday schools, and the objects for which this offering 
is given, and the manner of its gathering, are well worth 
a little consideration. Too often there is a great lack of 
care in this department. 

If at all possible, do not raise the money for the sup- 
port of the school from the children. It is hard to teach 
lessons of self-denial and benevolence when the money 
given is spent for quarterlies and picture papers for the 
scholars themselves. Let the school be supported by the 
church, as a part of its regular work. What can be more 
important for the church than to see that the children of 

120 



SUNDAY-SCHOOL FINANCES 121 

the church have the right lesson helps, the best singing 
books, and the most stimulating library books ? Surely 
the time is past when the church can look with jealousy 
on the Sunday school, as though their interests were not 
identical. 

One thing should be noted just here. Be sure that the 
credit of your school is good, and that all your bills for 
Sunday-school quarterlies and papers are paid promptly. 
I am told that frequently this is not the case, and that 
Sunday-school bills drag on for weary months before 
they are paid. Is not this a shame and a disgrace? 
How is it in your own school ? 

On the supposition, then, that the school finds its sup- 
port outside of its own ranks, let us look to see how the 
offering should be collected, how the children should be 
trained in giving, and how the money raised should be 
expended. The details of the taking of the offering can 
be settled in each school according to its own plan, but 
be sure the details are settled. Do not let things go in 
a haphazard way. Have a definite time for this privi- 
lege of giving, and make it a part of the service of 
worship. 

The best time for taking up the collection is immedi- 
ately after the devotional services of the school, and be- 
fore the teaching of the lesson. Time should be allowed 
just here for the marking of the class rolls, and for tak- 
ing the money from the children. In most schools a 
small envelope is provided for each class, with a suitable 



122 THE TEACHEK, THE CHILD, AND THE BOOK 

text printed on it, and a space left where the amount 
given can be entered in pencil. Or a large, linen-lined 
envelope is used, which has a square space for each Sun- 
day in the year, where the same entry can be made. 
The former plan is far the better, as the money then can 
be sealed up and put into the basket of the collector. 
The small brown manilla " pay " envelopes cost but a 
trifle, and perhaps some boy in the school would be glad 
to print the name of the school on them, and some ap- 
propriate text, with his own printing press. 

Let the teacher always collect the money and count 
it, and put it into the envelope, and seal the envelope se- 
curely before handing it to the collector. If no envel- 
opes are used the amount can be entered upon the class 
roll, and then dropped into the basket. No scholars 
should be allowed to handle the envelope after the 
money has been placed in it, as it is putting temptation 
in their way. I am speaking from actual experience in 
saying that I have known of more than one scholar who 
has fallen a victim to such a temptation. 

In some schools the amount given by each scholar is 
entered upon the class roll, and in such schools the pupil 
is urged to make up the amount of the offering if he is 
absent for a Sunday. In such schools, also, the number 
of possible offerings is announced from the desk (the 
number of " possible " offerings coincides with the num- 
ber present in school), and then the number of actual 
offerings, so that it is evident at once how many children 
have forgotten to bring their usual gifts. It is hard to 



SUNDAY-SCHOOL FINANCES 123 

find children so poor that they do not have a penny or 
two a week to spend for themselves, and by careful 
training they can be made to feel the joy of self-sacrifice, 
and the glow which comes from sympathy with a good 
cause. 

Teach the value of small sums given with regularity. 
Let each child understand that two cents a Sunday means 
more than a dollar a year. Make no special efforts to 
raise money by birthday bags or Easter jugs. Let all 
gifts be regular instead of spasmodic. Illustrate this to 
the boys and girls by a stream, which does so much more 
good if it flows in a steady current than it does if it runs 
dry at times and at other seasons is flooded. 

Grave evils attend the custom, which prevails in some 
schools, of making special efforts each year to raise 
money. For one or two years all goes well. The little 
birthday bags are filled with pennies, and the jugs are 
cracked merrily under the hammer ; but there comes a 
day when the teachers look anxiously at each other and 
say, "By what extra effort shall we raise money this 
year ? " The old methods have lost their freshness and 
charm, and it is not possible to find each year a new 
method of raising money. If no special effort be made 
the collection will fall far short of the previous year ; so 
each year the difficulty is met, and a great strain is put 
upon the leaders to bring the amount up to the average 
by some new device. It is far better to go quietly on 
with the ordinary Sunday contributions, making no 
special appeal, but training the whole school to a regular, 



124 THE TEACHER, THE CHILD, AND THE BOOK 

systematic habit of giving. In a few years this method 
will result in far larger sums than were ever given under 
the old system. 

Make the offering a part of the devotional service. 
When the teachers have the money ready, let one or 
two collectors gather the sums in a plate or basket, and 
carry them to the superintendent, and as he holds the 
offering in his hand let him offer a short prayer, asking 
that the gift may be accepted by the Lord ; or let the 
scholars sing something appropriate, as, for instance, the 
chant : 

' ' All things are from thee, O Lord ! 
And of thine own have we given thee." 

Always post on a blackboard, or in some conspicuous 
place, each Sunday, the amount given on the previous 
Sunday, so that the scholars may know whether they 
are moving backward or forward. Keep a record of the 
amount given by each class, and announce these amounts 
at the end of each quarter. All these details, which 
may seem unimportant, have been found of great use 
where they have been tried. These hints are all of plans 
which are in use. They are practical and not theoretical. 

At the beginning of each year form some estimate of 
the amount which your school should be able to raise 
and then tell the pupils how much this will be for each 
Sunday in the year. But as all schools have a slack sea- 
son, it will be necessary to give a little more than the 
average sum during the best part of the year, in order 



SUNDAY-SCHOOL FINANCES 125 

that the deficiency of the dull months may be met. For 
instance, in a city school, which hopes to raise five hun- 
dred dollars in a year, the average per Sunday would be 
about ten dollars, but in summer the attendance will so 
fall off that it will be necessary to give about twelve 
dollars a Sunday during the winter months, if the whole 
amount is to be raised. Keep the school informed from 
time to time whether they are keeping up to their stand- 
ard or not. 

Be sure you set a good example. One day last sum- 
mer I had a vision which lasted but a moment, but in 
that moment I seemed to see all the world assembled on 
the great day of judgment, and before each person were 
two heaps, shaped like pyramids, one pile representing 
all that he had given away in his lifetime, and the other 
pile representing all that he had kept for his own use. 
And each person was judged, in awful silence, by the ap- 
pearance of these heaps ! Suppose you, in imagination, 
draw two pyramids, one to represent what you gave 
away last year, and one to show what you kept. Then 
stop and think whether you dare to talk to your scholars 
about giving. 

As it is very important that Sunday-school money 
should help on good causes, much pains must be taken 
in the selection of such causes. It is well to organize in 
each school a missionary committee, which shall take in 
hand the selecting and presenting of suitable objects, and 
the general management of the missionary funds. The 
members of this committee (or its chairman, at least) 



126 THE TEACHER, THE CHILD, AND THE BOOK 

should take some missionary magazine, and keep abreast 
of the times in regard to missionary operations both in 
the home and foreign field. If possible, take some good 
missionary magazine for all the pupils, like The Mission 
Dayspring, or Over Sea and Land. 

In selecting objects to present to the school, intelligent 
forethought should be shown in dividing proportionately 
the amount which it is anticipated will be raised. For 
instance, if the sum is to be one hundred dollars, appro- 
priate ten dollars for some local work, fifteen dollars for 
State Sunday-school work, thirty dollars for home mis- 
sions, and forty-five dollars for foreign missions. If you 
ask why so large a proportion is set aside for the foreign 
work, the answer is easy. It is because each foreign 
missionary society has to attend to all details of 
publication, church erection, and education, for which, 
in the home field, there are separate organizations. 

Always decide upon the objects to which you intend to 
contribute at the beginning of the year, leaving a mar- 
gin for some emergency which may arise. I was once in 
a Sunday school where collections were made for a whole 
year without any definite object, and the last Sunday of 
the year a small committee of teachers met and hastily 
decided how the money should be distributed. This is a 
very unintelligent way of working. How can any one 
give with interest when he does not know in what way 
the money is to be used ? Do not let your school be 
called upon for sudden gifts by some passing " cause," 
but let the giving for the most part be free from emo- 



SUNDAY-SCHOOL FINANCES 127 

tion, and be a matter of conscience. Of course there are 
exceptions to this rule. This past year all hearts have 
been moved by the sad condition of the Indian 
orphans, and the fund for their support might well 
appeal to any school as a " special object," worthy of at- 
tention. But there are certain well-meaning, but tire- 
some brothers, who go about making addresses in Sun- 
day schools, and trying to secure a donation for the 
cause they represent. Let all such severely alone. 

Help the missions of your own denomination. If you 
do not, who will ? This is a very important factor in 
the proper training of the young. Do not mind if you 
are criticised for being "narrow." What an example 
we have in him who trod the narrow way, and told us 
to follow him. The cry of " narrow " has frightened 
many a timid Christian, when there is no need for alarm. 
The narrow way is often the right way. If you give to 
the missions of your own denomination, your chances of 
hearing what becomes of the money are far better than 
if it goes in some other direction. 

Follow up carefully the money given. Do not let the 
children think that because they see it no more it has 
disappeared forever. Show them how it reappeared in 
mission schools, and hospitals away across the seas, or 
up on the Alaskan coast. Show pictures, if possible, of 
the children who are being educated in these schools, 
and of the patients who are being treated in the hos- 
pitals. Have maps, on which to point out where these 
mission stations are, and keep the school well informed 



128 THE TEACHER, THE CHILD, AND THE BOOK 

as to what is done with the money sent. If the money 
amounts to a good sum and is divided among many 
causes, spread out a map of the world once a year, and 
place a star, cut out of silver paper, on each place of in- 
terest. Try any plan which makes mission work seem 
real to the young people. 

From time to time have the best missionary speakers 
obtainable to address the school. Let them tell of their 
work in their distant fields, and the scholars will feel in 
touch with that work. Do not be afraid to pay these 
speakers. They are at home for a well-earned vacation, 
and if they give you of their time and strength they 
should be paid, and the money will come back. A short 
time ago in a Sunday school in New York, a missionary 
from the foreign field told of her work, and was paid the 
usual amount of ten dollars. Certain children in that 
school were so interested in her story, that within a few 
weeks they sent in eighteen dollars as an extra gift. 
This offering was above and beyond their weekly con- 
tribution, which was continued as usual. 

By all means arouse enthusiasm. If our scholars grow 
wildly excited over a Presidential election or a Colum- 
bian parade, let them be as deeply interested in the mis- 
sions of the world. If the school cannot afford to take 
missionary magazines for all the children, each teacher 
might take one, at the trifling cost of thirty-five cents a 
year, and then lend it in turn to the members of the 
class. In the older classes, great good may be accom- 
plished by having some fresh book on missions in circula- 



SUNDAY-SCHOOL FINANCES 129 

tion. If the teacher can afford it, let him buy some at- 
tractive book like " Far Formosa," or Mrs. John Paton's 
" Letters From the New Hebrides," and lend it to the 
members of his class, until all have read it, and then 
present it to the Sunday-school library for general circu- 
lation. Give items of missionary intelligence as you 
teach the lesson. No illustration can be found better 
than those gleaned from such sources. 

In country schools where it is difficult to secure mis- 
sionary speakers, appoint several wide-awake teachers, 
each one to look up the history and progress of one of 
the missions to which the offerings are devoted, and let 
them report, at frequent intervals, how the work is going 
on. If it does no one else any good it will do these 
teachers much good, and they will never regret that they 
were on the missionary committee. Procure the little 
leaflet entitled " If They Only Knew," and see if your 
heart will not burn within you as you open up to the chil- 
dren the claims of the heathen world. In short, the 
whole matter of good giving seems to rest with the lead- 
ers, and if there is intelligent education along missionary 
lines there will be regular and generous giving. 

Most of these methods have been tried in a certain 
school in New York, and the result has been that the 
school, which a few years ago gave two hundred dollars 
a year for missions, gave in the year 1900 the splendid 
amount of $1,348. But no such results can possibly be 
attained where the money which the children bring is 
expended on supplies for their own school. They take 



130 THE TEACHER, THE CHILD, AND THE BOOK 

no interest in such giving. In the same school where 
the contributions to missions have been so superb, the 
teachers and officers all make a special additional offering 
each Sunday for the support of the school, besides their 
regular gifts to the missionary cause. Every Sunday 
each teacher receives two envelopes, one white, on which 
is printed, " Missionary Offering," and a suitable text of 
scripture. Into this envelope goes the money given by 
the children, and the teachers' own contribution. The 
other envelope is brown, so that it may easily be dis- 
tinguished from the former, and it is printed as follows : 



SUNDAY SCHOOL. 

Ordinary Annual Expenses unprovided for, $500. 



Officers' and Teachers' Weekly Contribution. 



" As God Hath Prospered." 



From. 



Into such envelopes as these the teachers and officers 
put whatever sums they please toward the support of the 
school. Last year these envelopes netted nearly three 
hundred dollars, and this from a school where all the 
teachers are working people of limited means ! There 
is plenty of money in the world for all good causes, if 
you only take the right way to secure it. 



CHAPTEE XIII 

SUNDAY-SCHOOL AECHITECTUEE 

Thus far I have dealt only with flesh and blood and 
with different ivays of working. I have so far not said 
one word about brick and mortar. Of course every one 
knows that a Sunday school may be very good in spite 
of the fact that it is badly housed. On the other hand, 
a Sunday school may have a first-class building, and yet, 
through bad management, be very poor in the work that 
it does. But to do the best work possible, it is evident 
that the workers need a good building in which to work. 
It is only when you combine good building and good 
work that you reach the highest results. 

Many Sunday schools are sorely cramped by their sur- 
roundings. They have no class rooms, no good primary 
room, no good library room, and no place where the sec- 
retaries can do their work in quiet and peace. Those 
who were on the " building committee " of the church 
did not know enough to prepare for this kind of need, 
and the result is that for years the best work for the 
young has been handicapped. 

In this chapter, however, we shall not dwell on such 
schools, but reserve their needs, and the remedies to be 
applied, for another time. 

Just now I want to set forth what seems to me to be 

131 



132 THE TEACHER, THE CHILD, AND THE BOOK 



, J.^^ V^l-L^, 



needful for efficient work in the way of " brick and 
mortar." My aim is to lift up a kind of standard of 
excellence, so that all who build in the future may have 
some definite ideas as to what is really needful for the 
best work. 

A good Sunday-school plant calls for five essential 
things. These are : — 

a A good room for the main school. 

h A good set of class rooms. 

c A good primary room or rooms. 

d A good room for the library. 

e A good working room for the secretary. 

The size of these apartments will of course vary with 
the size of the Sunday school ; but, large or small, the 
workers need these divisions in their building, or they 
will all the time feel themselves hampered. In the case 
of the adult classes this is especially true, for it is hard, 
under the best of circumstances, to hold the older boys, 
who decline to sit in the same room with the "kids," 
who are much younger. The problem of the adult class 
often depends on that of the appropriate class room. 
While this is not rigidly true in the country, I think that 
it is true in the city, for I know of no city Sunday school, 
where they have no separate class rooms, where the senior 
department amounts to anything. 

In churches where money is not scarce and ground not 
too dear it is possible to have the Sunday-school room 
entirely separate from the church auditorium; but in 
large cities where ground costs so much, it is often im- 



SUNDAY-SCHOOL ARCHITECTURE 133 

perative that the church auditorium should also serve 
for the main Sunday-school room, and that it should 
have its class rooms so disposed as to be utilizable by 
the school, and yet no hindrance to the regular church 
service. This can be done very perfectly if the proper 
architectural arrangements are made. In this way the 
cost for ground is much reduced, the cost for lighting 
and heating decreased, and the care of maintenance and 
cleaning brought down to the minimum. All these are 
important matters in those churches which are not 
provided with a surplus of the " wherewithal," as most 
churches are not. 

A working plan of the kind of Sunday-school room 
that we would recommend is given herewith. It is the 
ground plan of the well-known Olivet Memorial Church 
building in New York City. The frontage of the build- 
ing is seventy-five feet. Its depth is about one hundred 
and ten feet, and owing to the plot of ground available, 
the building is not four square. This will, however, only 
emphasize the fact that difficulties can be overcome, and 
that where there is a will there is a way. 

As you enter the building through a broad and well- 
lighted hallway, you pass two primary class rooms, one 
on either side of the passage. These are about twenty- 
two by thirty-two feet in size, and are shut off from each 
other and from the rest of the building by brick walls 
and corridors. Each of them is meant for one hundred 
and twenty primary scholars. They are seated with 
chairs adapted to the size of the scholars, the one being 
for younger and the other for older children. 



134 THE TEACHER, THE CHILD, AND THE BOOK 




PLATFORM 



t~ i i 

i i i 
r i i 




fIRST FLOOR PLAN 



SUNDAY-SCHOOL ARCHITECTURE 135 

Passing through the corridor you enter the main room, 
which is meant for both church and Sunday-school serv- 
ices. This is, including the class rooms on either side, 
about eighty-two feet wide and seventy feet long. Oppo- 
site the entrance is a large platform, which is so spacious 
that it can seat fifty people with ease. Next to the 
wall, at the back of the platform (slightly indicated on 
the plan), is a large blackboard, hidden, when not in use, 
by folding doors. This is in reality a fourfold black- 
board, as there are four of them, which conveniently 
slide up or down at the will of the speaker, thus giving 
him an abundance of space to use. Every good " black- 
boardist" will appreciate the convenience of this arrange- 
ment. It saves much moving to and fro of the board, 
and is not at all in evidence when the church services 
are being conducted. 

The main body of the house is seated with regular oak 
pews. In this respect the appearance is altogether that 
of a regular church. But every other pew is reversible, 
so that when the Sunday school has its session the mem- 
bers of each class can face each other, and the teacher 
have a most convenient seat for her work. At the devo- 
tional service, as well as at the platform review, the 
whole school faces the platform. This is most desirable, 
but, in the usual method of seating the average school, 
is not easily attainable. 

The pews are long enough to seat four comfortably, 
so that each teacher can have seven scholars without any 
crowding. This is about as many scholars as the average 
teacher should be asked to care for. By this arrange- 



136 THE TEACHER, THE CHILD, AND THE BOOK 

ment we can care for forty-two classes in what is called 
the main room. 

On each side of the main room there are separate class 
rooms, four on the right side and three (of varying size) 
on the left. The room at the left of the main school and 
next to the platform is that for the secretary, who thus 
is near the superintendent, and very conveniently located 
with reference to his work. These class rooms are sep- 
arated from the main room by curtains of " old gold " 
cloth, which run on heavy wooden rods, and are only 
closed when the class is at work by itself. At all the 
general exercises of the school they are pushed back, so 
that the whole of the class rooms form with the main 
school one large and very attractive audience room. 

During church services the curtains are for the most 
part closed, but at such times as call for more seating 
room they are thrown back and the rooms are utilized. 
This is a great advantage, as can be easily seen. 

The class rooms are separated from each other by roll- 
ing wooden divisions, that run easily, and shut out all 
interference with each other while the teaching is going 
on. Thus in one quarter of one minute the classes can be 
set apart for their own work, and in another quarter of a 
minute they can be thrown in with the rest of the school. 

In order to save space, these class rooms are repeated 
on the next floor, there being eight of them there. Thus, 
in all, there are fifteen separate class rooms for adults, all 
of them so situated that the members of the class can 
see all that goes on on the platform, and at the same 



SUNDAY-SCHOOL ARCHITECTURE 



137 




SECOND FLOOR PLAN 



138 THE TEACHER, THE CHILD, AND THE BOOK 

time can be by themselves whenever they so wish. The 
rooms are well lighted and well ventilated. 

On this second floor there is also a fine visitors' gallery, 
from which a bird's-eye view of the whole school can be 
had. This visitors' gallery is a great convenience, as it 
saves the school from the disturbing element of visitors 
running to and fro while the school is in session. 

On the second floor, too, there is a large and splendidly 
lighted room, about seventy-five by thirty feet, where 
the church prayer meetings are held, and the kinder- 
garten on week days, and where on Sunday there is an- 
other section of the primary department of the school. 
This class is about one hundred strong. Besides this, 
there is still one more of these primary rooms in the 
basement (not shown on the diagrams), where one more 
regiment of primaries meets. 

Each room, be it main room, class room, or primary 
room, is supplied with a blackboard, and any other ad_ 
juncts which the teacher asks for, so that all may have 
whatever can assist them in their work. 

In the case of each of the primaries, the class never 
comes into the main school. Each has its own opening 
and closing devotional exercises. Of course, each of 
them has the regular lesson taught, so that, practically, 
each primary class is a school all by itself. This plan 
has great advantages both for the main school and for 
the primary classes themselves. In those schools where 
the primary department is supposed to worship with the 
rest of the school it is found that the little ones at the 



SUNDAY-SCHOOL ARCHITECTURE 139 

far end of the room are restless, and disturb rather than 
assist the devotions of the school. They do not under- 
stand that which is appropriate for older scholars, espe- 
cially for the Bible classes, and the hymns sung are not 
as well adapted to them as are those especially written 
for smaller children. 

Then, too, when the teaching of the lesson comes, and 
the infants are separated from the main school, they not 
infrequently disturb the main school by their singing. 
No folding doors are tight enough to keep out the sound 
of, say, one hundred children singing. All this is avoided 
by having these departments entirely separate from each 
other, so that they can sing at their pleasure, and that 
without any disturbance of the other scholars. This 
" separateness " of the classes is effected by corridors 
and brick walls between the rooms, as the reader will 
see by referring to the diagrams in this chapter. I 
know of no other way in which, in the same building, 
classes can be so utterly independent of each other. 
This plan of corridors and brick walls is effective, also, 
on other occasions than that of the gathering of the 
Sunday school. In the week time you can have many 
different kinds of meetings going simultaneously without 
disturbing each other. 

The library is in the basement, in the building of 
which we are speaking. This is because it is open on 
each week day, and so the scholars can get at it without 
going into the main building at all, as it has its own en- 
trance direct from the street. If this were not the case, 



140 THE TEACHER, THE CHILD, AND THE BOOK 

and the scholars took out their books on Sunday only, I 
should have had the library put in some more convenient 
place, so that the whole school could reach it readily on 
Sunday. This is a matter of some importance, since we 
want to make it easy for scholars to draw books, and 
not hard. 

Of the secretary's room on the left of the diagram we 
need say but little. It is well furnished with all the ap- 
pliances which a good secretary should make use of, so 
that he has his tools at hand. It is near the superin- 
tendent's desk, so that they can readily communicate with 
each other if they wish to do so. 

Now some one who has read thus far, and who is 
thinking of some new Sunday-school building, may want 
to know what all this cost, irrespective of the cost of the 
ground. Well, with a hewn stone front, and with a large 
gymnasium in the basement, besides those rooms in the 
basement that have been described, and with a large 
third story for the janitor's family, and two pastor's 
studies, and three rooms for the use of the paid workers, 
this church cost fifty-five thousand dollars. This does 
not include a ten-thousand-dollar organ which was given 
to the church by a friend, but does include all the other 
usual architect's work. The furnishing in all depart- 
ments cost about eight thousand dollars more. But as a 
result, we have there a most serviceable building for 
church and Sunday-school purposes, which is one of the 
best specimens of what is known in these days as " an 
institutional church." 



CHAPTER XIV 

CHILD NATURE 

PLASTIC — IMITATIVE — RETENTIVE— INQUISITIVE — MERCU- 
RIAL — HEROIC — IMAGINATIVE — AFFECTIONATE— SOCIAL 

Many of our teachers are young and inexperienced, 
and have not thought much about the nature of the child 
whom they are teaching. They have thought about the 
Word which they have to teach, and about the Sunday 
school as an institution. But about the scholar as an in- 
telligent creature and as a most complicated piece of hu- 
man machinery they have not thought at all. 

Yet among these young teachers there are not a few 
who are most anxious to do the best work possible. To 
do this, however, they must know something about child- 
nature. To help them in this direction is the aim of this 
chapter. For a further discussion of this theme, the 
reader must turn to Dr. McKinney's chapters in this book. 

Now the first thing to bear in mind with regard to your 
class is the fact that no two of them are exactly alike. 
Just as in a forest there are no two trees just alike, and, 
indeed, no two leaves of all the millions in the forest that 
are exactly similar, so there are no two children who are 
the exact counterpart of each other. You, yourself, are 
not just like anybody else, and for this you are very 
grateful. So with the child. To treat all children alike, 

141 



142 THE TEACHER, THE CHILD, AND THE BOOK 

then, is to do violence to their natures, and is to try and 
turn them out as men turn crackers out of an oven, one 
just like the other. This is very well for crackers, but is 
ruination for children. 

Yet in general children have many characteristics in 
common which can be recognized, and which call for es- 
pecial attention. While not alike specifically, they are 
alike generically, as trees in the forest are of the same 
general character, as pine, or maple, or oak. To recog- 
nize this truth, and to act accordingly, is the part of the 
wise teacher. If we take note of these general charac- 
teristics, and then, too, further take note of the way in 
which they manifest themselves in the individual child, 
sometimes being emphasized, and sometimes being almost 
absent, we shall be much better fitted for successful work 
in our classes. 

To begin with, child-nature is plastic. In this the 
teacher of children has a great advantage over the teacher 
of adult classes. Those scholars are already hardened, 
and not very easy to shape into such forms of thought 
as the teacher desires. But the child is like a lump of 
clay, soft and pliable, and is easily molded into such form 
as the teacher approves. This is one reason why it is so 
imperative that children should be trained aright when 
they are still young. It is not a rare thing to see in 
adults manners that have been acquired when they were 
children, which are most unfortunate, and which they 
cannot get rid of. Early training is the mother of much 
that is excellent and of much that is most reprehensible. 



CHILD NATURE 143 

The way the twig is bent, the tree is inclined. So the 
way the child is trained, the man acts. Of course this 
brings additional responsibility upon the teacher of the 
young and makes his work exceedingly important. Some 
think that the primary class is the least important of any 
in the school. In this they are totally mistaken, for since 
what we have said about the plastic nature of the child 
is true, it follows that the primary class is the MOST im- 
portant one in the whole school. 

Children are very imitative. It calls for but little ob- 
servation to see this. Sometimes it is exceedingly funny 
to see how closely they imitate those with whom they 
associate. This faculty differs with different children, 
some of them having it so strongly developed that they 
are mimics. They can take off those whom they see to 
perfection. This is a dangerous faculty, inasmuch as it 
leads to many things that are not very desirable. 
Teacher, this faculty will lead the child to imitate you. 
Did you ever think of this ? I have seen teachers whose 
scholars followed their example in the matter of dress 
most closely, though in almost total unconsciousness that 
they were doing so. They also imitate each other. This 
makes it a very serious matter to have a bad boy in any 
given class. For the other boys will feel a tendency to 
imitate his bad ways. The superintendent who neglects 
to take this tendency into consideration, when he puts a 
bad boy (or girl) into a class, makes a great mistake. 
But, fortunately, this tendency shows itself also along 
good lines, and a good scholar will inevitably influence 
others in the right direction, 



144 THE TEACHER, THE CHILD, AND THE BOOK 

A good characteristic of childhood is its retentiveness. 
Children remember far better than adults. One reason 
for this is that they are not so much burdened with mul- 
titudes of things that have to be borne in mind. The 
world is new to them, and their memories are like a slate 
that has nothing written on it. What they see or hear, 
therefore, makes a deep impression on them, and that 
which makes a deep impression we do not forget. This 
is why childhood's experiences are so lasting, and we re- 
member them till far into old age, while many things 
that happen later on in life are totally forgotten. This 
ought to be an encouragement to teachers, since what 
impressions we do make are lasting. If we succeed in 
impressing divine truth or Bible history on their minds, 
we have done something that years will not efface. It 
has often happened that the grown man, who seems 
to have no principles left in him, has been influenced 
and called back to himself by the memory of those 
lessons that he learned in the primary class in Sunday 
school. 

On the other hand, how important to prevent by every 
means possible the impressions of that which is evil, for 
these, too, are lasting. Evil imaginations, evil thoughts, 
evil desires, are as ineradicable as good ones. Our aim, 
therefore, should be to fill the mind with that which is 
true, and pure, and unselfish, and to keep out that which 
is the opposite. 

Inquisitiveness is another characteristic of the child. 
The child has come into a new world, and all that it sees is 
to it new. Suppose that you were suddenly transported 



CHILD NATURE 145 

into a world where everything that you saw was new* to 
you, how would you feel ? You would be filled with 
curiosity to know the whys and the wherefores of all 
that you saw. You would be full of questions, and 
might make yourself quite a nuisance to the in- 
habitants of that country. Well, just so a child feels. 
All that it sees is new to it, and it is filled with curiosity 
to know the whys and wherefores of all things. This is 
why it asks so many questions. A question is only an 
indication of mental hunger on the part of the child. 
To treat it as though it were an impertinence is to do 
the one who asks it a great wrong. Bather regard it as 
a healthy sign if the child is full of questions, and as a 
sign of mental weakness if the child asks no questions. 
To take advantage of this inquisitiveness is a sign of a 
good teacher. To arouse a desire to know " what hap- 
pened then," in the lesson, is to awaken the child to 
mental activity in regard to the part of the Word that 
you are studying. 

But, alas! children are also very mercurial. By this 
we mean that they are "up and down." They cannot 
very long be held to any given line of thought, 
and the more abstract the thought, the less can they 
be held. They are easily distracted, and fly from 
one thing to another with great rapidity. This is a 
vexatious thing for the teacher, who, this moment, may 
have the attention of the class, and the next may lose it 
entirely. But remember that this is a part of child-na- 
ture. It cannot help itself. So it was made and so it 
must act. We must not lose our patience with the child, 



146 THE TEACHER, THE CHILD, AND THE BOOK 

but reply to its questions, giving it the light that it seeks. 
Nor should we think that because of this mercurial 
temperament the child is not learning anything. ChiL 
dren can attend to several things at once, and remember 
that which they have seen and heard quite well. I 
remember a teacher in my school coming to me and tell- 
ing of a boy in her class who was at the preaching service 
in the morning. I was preaching on a lesson that was 
to come in a few weeks in our regular course. This boy, 
she said, was past hope, for while I was preaching, he 
was taking every link of his watch chain apart and put- 
ting it together again. But it came to pass some weeks 
later, when we came to that lesson in the Sunday school, 
that lo ! the boy knew this lesson. The teacher was 
surprised, and said, " I am glad that this week you have 
studied your lesson." " I have not studied it," was the 
boy's reply. " How, then, do you know it so well ? " the 
teacher asked. " Oh," he said, " don't you remember that 
our minister preached on it some time ago ? " So while 
he was engaged in taking apart his watch chain he was 
also listening to the sermon. 

On the other hand, children can be most heroic. This 
is most encouraging. If they understand that duty lies 
in a certain direction, they have often taken that path 
and have adhered to it in spite of every obstacle. The 
story of David, and of Joseph, and of Samuel, and of 
Daniel, will bear out what we are saying. Nor need we 
go back three thousand years to find similar examples. 
Children have taken the temperance pledge, and have 
kept it, in the face of much home opposition, even though 



CHILD NATURE 147 

severely punished for their attitude. I heard once of a 
boy whose father thrashed him each time he went to 
Sunday school. The boy persisted in his course, and one 
Sunday before school he went to his father and said, 
" Father, I wish you would thrash me to-day before I go 
to school, so that it may be done with." Children have 
dared and done as heroic things as any grown man or 
woman. We may rely on them when once they have 
seen which way duty points, and have made up their 
minds that they ought to walk in that path. Appeal to 
this sense of duty, then, and be sure that in many cases 
they will respond grandly. 

A marked characteristic of childhood is its imaginative- 
ness. A child's imagination is a wonderful thing. It is 
easily aroused, and when so called into action it carries 
the child along with it with wonderful power. To his 
imagination, a row of chairs is a railway train. A sheet 
thrown over two chairs is a tent, and a stick of wood is 
a gun. A hassock is a bear, and with his gun he shoots 
the bear, and then eats him up with great glee. Is not 
this so ? Now, if the teacher appeals to this imagination, 
he can do much with a pencil and a piece of paper. A 
few marks on it stand for the Apostles, a cross indicates 
the Master, a pear-shaped oval will stand for the sea of 
Galilee, and a crescent on it will be the boat in which 
the Master and his disciples crossed the waves. You say 
that these things are childish? Well, we have to do 
with children. But, by the by, I have used these same 
things with adults and have found them helpful, as did 
the class also. Try, then, and you will be quite sur- 



148 THE TEACHER, THE CHILD, AND THE BOOK 

prised how they will assist you in making your teaching 
more attractive than it has thus far been. 

All children are affectionate. Not equally so. But 
still all do love those who attract them. Naturally, I 
think, they tend to love. It is, as a rule, only when they 
have been deceived that they learn to be distrustful. At 
all events, it is easy to earn the love of a child. This 
characteristic the teacher should use to the utmost. 
Teach the child to love you and you will have won half 
of the battle in your work as teacher. For the child will 
do for one whom he loves what he will never do for one 
for whom he has no love. Love is a wonderful tyrant 
and makes us do what fear never could accomplish. It is 
omnipotent. If you would have the love of the child, 
however, you must first give it your love. Love begets 
love, indifference begets its like, and hate is sure to have 
hatred for its return. Aim, therefore, at this love and 
you will gain it. Many a scholar can say as did one of 
whom I read. She said, " First I loved my teacher. 
Then I loved my teacher's Bible. And, at last, I loved 
my teacher's Saviour." 

Sociability is a marked characteristic of childhood. 

Children never like to be alone. They always seek 
company. This is why they had rather be in a class 
that is too crowded than in one that is half filled. It is 
much the same with most adults. We like to go where 
there are people. As the Irish woman said, who was 
sent from the crowded city to the country, and who 
came back again to her city garret, " People is more 



CHILD NATURE 149 

company than stumps." Take advantage of this peculiar- 
ity, and by means of it help yourself in your teaching. 
Be sociable yourself. Never be vexed because your 
children want to see you and to be with you. Rather be 
glad that this is the case. Invite them to your house 
and make them have a good time. It will help you in 
your work on Sunday. 

The instinct of competition is natural to children. 
Make good use of it. Because of this instinct we offer 
rewards so as to stir our scholars up to effort. There is 
a right way and a wrong way in which to do this. To 
offer a reward which only one in the class can get is to 
encourage a wrong spirit of rivalry in the class. The 
others who have tried hard and have failed will be apt 
to feel jealous, especially if the competition be keen. A 
better way is to offer a reward for a certain degree of 
excellence, and let all get it who attain to that degree. 
This gives all as even a chance as it is possible to do. 

All children have a marked sense of justice. It is sur- 
prising how early this sense is developed. " It isn't 
fair," is one of the earliest phrases that you hear on the 
playground. This is a most blessed thing. Of course, 
not all children are willing to carry out this sense of 
justice in their own actions. But it is there all the same. 
They expect to be treated fairly by their teacher, and if 
they discern any other conduct they resent it. How 
deep seated this feeling is, and how keen children are to 
discern and respect it may be apparent by what hap- 
pened in my own school once. We had promised a 



150 THE TEACHER, THE CHILD, AND THE BOOK 

reward of the value of five dollars to any scholar who 
attained to a certain mark during the year. One boy 
who got this reward received a book. He knew that we 
could get a discount on all books that we bought. So, 
thinking that we had given him a " five-dollar book," 
which had cost us less than that, he went himself to 
the publishers and asked what they charged for that book. 
When he found they asked $7.50, and that we had paid 
full five dollars for it and given him the advantage of the 
discount, he came back satisfied, and spread it all through 
the school that we dealt fairly by our scholars. 

All children have, however, not the same character- 
istics developed in the same degree. Each one, as we 
said in the beginning, is an individual, and one has more 
of ambition than the other, while the third has a more 
affectionate nature than any one else in the class. The 
wise teacher will note these differences, and treat each 
child accordingly. I knew a boy once, in Sunday 
school, whom no one could reach. He was full of fun, 
but never could be made to do anything that involved 
any work. At last one lady got hold of him and saw 
that he had quite a poetic turn of mind. His imagination 
was vivid. She gave him some of the best parts of 
Milton, and he so liked them that he asked for more. 
This led at last to his reading the whole of " Paradise 
Lost," " Paradise Eegained," and much more of the same 
kind. He became serious and was converted. At present 
he is a doctor and doing a good work. But the starting 
point in all this was when his teacher perceived his per- 
sonal peculiarities and treated him in accordance with 



CHILD NATURE 151 

them. It is well worth the while of the teacher, then, 
to study each scholar by himself, so as to know how most 
easily you may reach him. It will be much to the 
advantage of teacher, scholar, parent, school, and com- 
munity if this be done. 



CHAPTER XY 

STUDY OF THE CHILD 



AGE, SIX TO NINE— THE CHARACTERISTICS OF CHILDREN 
OF THIS AGE — THE WAY TO MEET THEM, AND DEVELOP 
THEIR NATURES 

Children under six should be in the lower primary 
grade, which in some schools is known as the kinder- 
garten class. With those over nine we deal in the com- 
ing chapter on junior pupils. Here, we confine our 
attention to the boys and the girls ranging in age from 
six to nine. While many of the characteristics of the 
younger pupils are apparent here and many of the 
traits of those in the junior age are manifest now, the fol- 
lowing characteristics are worthy of especial attention by 
the teacher of the primary class. In her lesson study, in 
preparing for the Bible-school hour, in her presentation 
of the lesson and in all the exercises of the session, she 
should constantly bear in mind that this is the period of 

Sense perception. This is the faculty of acquiring 
knowledge through the senses. Obviously, the senses of 
sight and of hearing are the two that must be appealed 
to in the primary class. The eye acts more quickly 
than does the ear. The child not only perceives more 
readily, but remembers longer, that which it sees in an 

152 



STUDY OF THE CHILD 153 

attractive form rather than that which it hears in an 
ordinary way. We remember so well, and recall so 
vividly, the story of Daniel, not only because we heard 
that story, but because we saw the picture of Daniel in 
the lion's den. Hence, the value of the blackboard, of 
the picture roll of the symbol and of the objects, which 
are used in imparting truth to children of the primary 
age. While the eye plays an important part, it must be 
remembered that the ear should also be appealed to in 
teaching. The two should reenforce each other. That 
which is both seen and heard will be remembered 
longer than that which is only seen or heard. 
Among the characteristics of childhood are : 

Imagination. Yesterday I saw Anna and Colvin out 
at the fire hydrant. They were bringing shovelfuls of 
fine sand and were pouring it over the opening. " Let- 
ting the water run," they informed me when I stopped 
to learn what they were doing. It was very easy for them 
to imagine that the sand was water. This power to 
imagine things frequently leads the children to tell 
stories which we older, more prosaic persons brand as 
lies. The children, however, really saw or did in imag- 
ination the wonderful things which they relate. The 
person who is lacking in imagination ought not to be a 
primary teacher. That office should be left to one 
whose imagination is such that she can sympathize with 
the play of her pupils' imagination and who can make 
use of it to teach the facts or impress the truths that the 
little ones should learn. Moreover, she should, cultivate 
the power to tell stories that will appeal to the im- 



154 THE TEACHER, THE CPIILD, AND THE BOOK 

agination, and she should use such pictures and ob- 
jects as will stimulate it. 

Curiosity. This trait which is by no means confined 
to childhood may be taken advantage of in teaching the 
little ones. The skilful teacher constantly appeals to 
the curiosity of her pupils to attract their attention and 
to stimulate their interest. There is a blackboard with 
some marks on it. "I wonder what they mean?" the 
child keeps saying to itself. Over there is a sheet of 
brown paper. The little one suspects that underneath 
it is a picture, and is very anxious to know what the 
picture is. " What is teacher putting on the desk in 
that little box with the cover on it ? Perhaps it is an 
object for to-day's lesson ; " the pupil keeps thinking as 
she has eyes for nothing else but the quiet and some- 
what nrysterious actions of the teacher, who puts the 
little box in a conspicuous place on the table. Before 
the lesson has begun, the pupil is alert and attentive 
because his curiosity has been appealed to. Now, 
everything depends on the teacher's power to so time 
her words and her actions, that the board shall be used, 
the picture exhibited and the object displayed in proper 
connection with her teaching so as to satisfy, while she 
stimulates, the curiosity of the expectant child. 

Imitation. ~Now watch the little ones as they go 
home. What will they do ? Tell the parents what 
teacher said ? Yes, in some cases, but more frequently 
they will imitate what the teacher did. Recently, the 
writer spoke to a Bible-school, all the members of which 



STUDY OF THE CHILD 155 

- — from the primaries up to the adults — were gathered in 
the church. To emphasize what was said, a diagram 
was drawn upon the blackboard and some words were 
printed for the purpose of impressing the truths uttered. 
After dinner that day, the superintendent of the school 
said to the speaker of the morning : " Look at our boy." 
Sure enough, there was the boy on the floor, his black- 
board in front of him and he busily engaged in imitat- 
ing what he had seen done at the morning session of the 
school. Only seven years old was this boy. 

Activity. The child of primary age always wants to 
be doing something, and does not want to continue 
doing the same thing very long. I remember as a boy 
in the public school, being compelled to sit absolutely 
quiet for fifteen minutes as a punishment for some 
breach of discipline. No severer punishment could have 
been inflicted. Unthinking persons frequently severely 
criticise the motion songs, marching exercises and other 
parts of the work of the primary class which keep the 
children in motion. "How foolish it is," they say, " to 
have fifty children march up and deposit their offerings 
in a box, when two boys could pass the box around and 
take up the offering, or the teacher could collect it as 
the children enter the room." Such critics fail to under- 
stand how necessary it is to give vent to the activity of 
the little one, and that, unless the teacher directs and 
controls that activity, it will be manifested in ways that 
will help to make the teacher's efforts futile. Moreover, 
the teacher should be active herself as well as willing 
and ready to give play to the activity of the pupil, in 



156 THE TEACHER, THE CHILD, AND THE BOOK 

reinforcing and impressing the truths taught. A listless 
teacher, sitting or standing before a class of primaries 
talking in a monotone, makes as ludicrous a picture as 
can be imagined. Action, action, action is needed in 
teaching the little folk. See those eager eyes, tense 
muscles and alert bodies as the children watch the 
motions, follow the gestures, see, and therefore, under- 
stand the teachings of their wide-awake leader. How 
she warms up to her work as she feels the sympathetic 
response of her class. 

Affection. Students of child nature tell us that the 
earliest manifested characteristic of childhood is fear. 
The child is afraid of sharp voices, strange noises, etc. 
The next manifested emotion is that of love. Mother, 
nurse and others are loved by the infant. When the 
child enters the primary class, he brings both these 
traits with him. Everything is new and strange and, 
therefore, there is much to excite his fears. On the 
other hand, he is ready to love his teacher if the latter 
can find her way into his affections. Nothing gave me 
more pleasure as a superintendent than the fact that I 
had constant and abundant evidences of the affection of 
the children for the primary teachers. Now, as the 
religion of Jesus Christ is one of love, this willingness 
and readiness of the child to love, should be made use of 
by the teacher, first in gaining the child's affections for 
herself and then in striving to have that affection 
turned towards Jesus, who, as the friend and lover of 
little children, should be made very real and personal 
to them. A child will love. With the primary teachers 



STUDY OF THE CHILD 157 

rests in a large degree the answer to the question : What 
will the children love ? 

Sensitiveness. Listen to what James Whitcomb 
Eiley says concerning 

THE CHILD-HEART. 

The child-heart is so strange a little thing — 

So mild — so timorously shy and small, 
When grown up hearts throb it goes scampering 
Behind the wall, nor dares peer out at all. 
It is the veriest mouse, 
That hides in any house, 
So wild a little thing is any child-heart. 

Child-heart ! Mild heart ! 

Ho, my little wild heart ! 

Come up here to me out of the dark, 

Or let me come to you. 

Some children are much more apt to manifest their 
sensitiveness than are others. The teacher should not 
take it for granted that the one, who does not seem to 
have feelings that are easily hurt, is without such feel- 
ings. Many a child who says nothing, thinks a great 
deal, and never forgets the sharp words, the unjust accu- 
sation or the lack of appreciation that made its young 
soul quiver while the body was outwardly calm. Con- 
cerning sensitiveness Roak says : — 

" Children of either sex, of nervous temperament, are 
subject to this kind of torture, for it is torture. When 
the teacher has the insight to discover this condition in 
any child, he should be very tolerant and sympathetic. 
It is a kind of disease." 

Reverence. Educators are not all agreed as to the 



158 THE TEACHER, THE CHILD, AND THE BOOK 

religious nature or the reverence of a little child. 
Froebel says : " You must keep holy the being of the 
little child. Protect it from every rough and rude 
impression, every touch of the vulgar; a touch, a look, 
a sound, is often sufficient to inflict savage wounds. 
A child's soul is often more tender and vulnerable than 
the finest or tenderest plant." From this we con- 
clude that whatever may be our theory in regard 
to the religious nature of the child, at least the 
child's soul is open to that teaching which will lead 
to reverence. I would far rather try to teach sublime 
religious truths to a child of six than to an adult of 
forty -six. Let the primary teacher take it for granted 
that her pupils are religious and reverential, and en- 
deavor by every possible means to lead them on to a 
faith and a devotion that will stand the stress and 
strain of adolescence, and be an anchor and an inspi- 
ration during all the years of adult life. The most 
sublime spiritual truths may be taught to little children 
if they are presented in language which they under- 
stand, and impressed by illustrations which come within 
the plane of their experience. In this respect, plain 
teaching is good, appeal to the child's higher nature is 
better, but the best of all is example. Do you wish 
your class to be reverent ? Be reverent yourself. Do 
you wish your boys and girls to have faith ? live a life 
of faith. The hypocrite or the pretender may deceive 
an adult, but cannot deceive a child. The impressions 
that are made on the child's life by what the teacher 
is, are stronger and more enduring than those pro- 
duced by what she says. 



STUDY OF THE CHILD 159 

In dealing with primary children, the teacher should 
always keep in mind at least, five facts. Frequently, 
when she has passed through one of those trying days, in 
which everything seems to go wrong, she may be able 
to find the cause for the trouble by asking herself 
whether she has forgotten any of the following : — 

The child's vocabulary is small. Sometimes the 
teacher with the greatest command of language has the 
poorest results from primary children, because she " talks 
over their heads." The child who sang at home : " I'm 
a little pimple," after the teacher had taught her the 
hymn : " I'm a little pilgrim," is a type of many who do 
not understand their teachers. There is no better nor 
more fundamental pedagogical principle than : The 
language used in teaching must be common to teacher 
and learner. As it comes to be more generally observed, 
stories like the following will become things of the past : — 

" The following was said to me by a little boy patient 
of mine, seven years of age, and of very poor parents. 
I was putting him to bed in a ward above the room 
where the matron was playing a hymn. He remarked 
that he liked the harmonium better than the piano, and 
was keeping time with his foot. " There now ! they are 
going to sing the dog's holiday." " Sing what ? " " The 
dog's holiday." " Who told you that, Abel?" "O, 
that is what the clergymen all say in church : ' Now we 
will sing the dog's holiday.' " — Selected. 

The child's knowledge is limited. A beautiful illustra- 
tion of clear analogy may lose its power, because the 



160 THE TEACHER, THE CHILD, AND THE BOOK 

child does not have a knowledge of the facts or truths 
which lie at the basis of the statement or figure. The 
wise teacher now applies the principle of apperception, 
which is the act or process of adding a new idea or a 
series of new ideas to an old one. It is for the applica- 
tion of this principle that Patterson Du Bois pleads, when 
he urges teachers to find " the point of contact." Again, 
the principle is summed up in Dr. Gregory's law : The 
truth to be taught must be learned through truth al- 
ready known. The teacher has a great advantage over 
the preacher in that she may ask the pupils questions in 
order to ascertain what they already know concerning 
that which she wishes to teach. Taking for granted 
that the pupils know more than they do, is the cause of 
much of the ignorance of Bible truths that exists among 
children when they leave the primary department. 
Therefore, the teacher should try to realize how limited 
is her pupils' knowledge and should question them to 
learn what they know about the subject taught and 
should teach only those things which may be added to 
the knowledge already possessed by the pupils. 

The child cannot give voluntary attention for any con- 
siderable length of time. Therefore, the exercises of the 
primary class should be varied. While they all should 
bear directly on the central truth of the day's teaching, 
but little time should be devoted to any one part of the 
exercises. For example : Suppose a teacher decides 
that a half-hour should be given to the lesson of the day, 
it will be better to have a ten-minutes' exercise on the 
lesson, the lesson taught in ten minutes and a ten- 



STUDY OF THE CHILD 161 

minutes' review held, with other and quite different ex- 
ercises in between these parts, than to devote half an 
hour uninterruptedly to the lesson. In fact, this latter 
will be an impossibility because of the interruptions 
which will come from the children who are unable to 
bear the strain. The observance of the simple rule : 
" Short lessons and varied exercises," will do much to 
make the school hour a profitable one for the pupil and 
a happy one for the teacher. 

The child cannot take in many thoughts at a time. 
As a rule, the old-fashioned primary teacher attempted 
to teach too much. The trained teacher of to-day 
teaches very little at any one time, but that little is so 
presented, repeated, illustrated, and impressed that it is 
not soon forgotten. Better results will follow the at- 
tempt to teach one truth on each of forty Sundays in 
the year than from the attempt to teach forty truths on 
one Sunday. There need be no fear that all the time 
cannot be occupied by the teacher, who has only one 
truth to teach, because that truth may be presented from 
different standpoints, illustrated in many ways and re- 
viewed to make sure that the pupil has grasped it. 

The child must be handled tactfully. The most that 
the best course in the study of child nature can do for 
any teacher, is to acquaint her with the peculiarities of 
children and to impress her with the thought that much 
common sense and endless tact is necessary in her inter- 
course with her pupils. While there are broad, general 
principles in materia medica, the physician who always 



162 THE TEACHER, THE CHILD, AND THE BOOK 

goes by the book is not likely to be the successful one. 
So, while general principles may be stated for the guid- 
ance of teachers, the one who handles her children ac- 
cording to rule will make a sorry mess of her work. 
The mother referred to in the following understood this : — 

Although the parents of little Jack were not narrow- 
minded or over-pious, he had been brought up in the 
narrow path of rectitude. 

The use of bad words was particularly vetoed in his 
education. 

One day he came to his mother in a state of repressed 
excitement. " Mamma," he said, " I feel wicked all in- 
side of me. I just feel as though I'd like to swear and 
swear and swear the baddest kind of swear-words." 

"Well, dear," said his mother soothingly, "if you 
think it will make you feel any better, go down to the 
end of the garden where nobody can hear you, and swear 
all you want to. Let all that badness out." 

This mother had a great deal of tact, and thought that 
an opened safety-valve would be much better than a dis- 
astrous explosion. Jack looked somewhat surprised, but 
without a word proceeded to act on her suggestion. 
He marched stolidly down the garden path and climbed 
on top of the gate-post. 

The amusing part came when, after adjusting himself 
comfortably, with a martyr-like air he " let the badness 
out " in an explosive repetition of the dreadful word — 
" Golly ! " 

A problem. Given one hundred pupils of the primary 
age, shall they all be taught by one teacher or shall the 



STUDY OF THE CHILD 163 

class be subdivided and the children be put under the 
care of ten teachers ? So many unknown factors enter 
into the consideration of this problem, that it cannot be 
solved by one unacquainted with the surroundings. 
However, with the characteristics of childhood men- 
tioned above, in mind, and due weight being given to 
pedagogical principles, the answer would be : Ten 
teachers will do far more for the one hundred children 

than any one could if IF ! That is what stands in 

the way, that big " if." If the ten teachers are all trained 
and equally skilful, they will do better than any one can. 
But if there is one trained, skilful teacher and the other 
nine are ordinary teachers, better let the one teach the 
lesson. The class may be subdivided into groups, and 
after the opening exercises and the teaching of the les- 
son, the assistant teachers may gather the little ones 
around them, review what has been taught and teach 
the supplemental lessons and attend to such detail work 
as may be necessary. Then, the class may reassemble 
for the closing exercises, in which the supplemental work 
and another short review of the lesson may be prominent 
parts. By this method the class has the benefit of skil- 
ful leadership and instruction, while each member has 
that personal touch which would be impossible in an 
undivided class. Moreover, the teacher of the subdi- 
visions may visit their pupils and in many other ways 
get that hold upon their affections, which is so necessary 
in dealing with children. 



CHAFTER XYI 

STUDY OF THE CHILD (Continued.) 



AGE, NINE TO TWELVE — BEADING PEEIOD — EECEPTION 
PEEIOD— MEMORY PEEIOD, ETC. 

The junior department. There comes a time when the 
boy and the girl have become too big for the primary 
class, and their teacher has many serious moments, as 
she thinks of what is to become of them after they leave 
her. She shrinks from the thought of sending them into 
the main school, where they will be lost in the numbers 
about them, and where they will miss so much the at- 
tractive helps that have been used in teaching in the 
primary. She recalls how many of her former pupils 
dropped out of the school soon after they were promoted 
from her class room. Yet, she knows that justice to her 
pupils' developing powers, demands that they should no 
longer remain in a class where the teaching must be 
adapted to the needs and the capacities of the younger 
pupils who are in the majority. In many schools, the 
difficulty has been relieved and the schools have been 
greatly strengthened by the establishment of a JUNIOR 
DEPARTMENT, composed of boys and girls from nine 
to twelve years of age, in which primary methods, modi- 
fied according to the changing characteristics of the 

164 



STUDY OF THE CHILD 165 

pupils, are employed, and where the results of the study 
of child nature are applied as intelligently and as suc- 
cessfully as in the best primary department of the land. 

The beginning and the ending of the junior age cannot 
be marked off by strict and unvarying lines. Many of the 
characteristics of the very young child extend not only 
into this period, but with varying degrees of intensity 
all through life. A child is not a certain personality at 
eight years old to-day, and at nine years old to-morrow 
an entirely different being. All the days of the past 
eight years have been contributing to the resultant 
which we call the child of junior age. Likewise, the 
boy and the girl of twelve do not suddenly cease being 
the individuals that they have been all along, and by 
some wonderful transformation change into the young 
adolescent. The characteristics of the junior age shade 
off into those of the adolescent period and the marked 
traits of the youth have been slowly coming into being 
during the period of childhood. Still, each age has some 
peculiarities which the wise teacher will study, and of 
which she will take advantage. We are now to consider 
some of these features, which from the pedagogical point 
of view stand out prominently in the make-up of our 
junior pupil : — 

The reading period. It has been found in our secular 
school work that somewhere about the age of eight, the 
average child has not only learned to read, but that he 
is reading for his own pleasure, if not for his profit. 
The chief question to be answered in this regard is : Can 



166 THE TEACHER, THE CHILD, AND THE BOOK 

what the child reads for his pleasure be made to redound 
to his profit ? Bessie is nine. She is a greater reader. 
She will read an ordinary story book through in less 
than a day. When the illustrated papers come to the 
sitting-room table, she will have read all the stories long 
before the other members of the family have had time 
to do more than glance over the papers. Shall Bessie's 
love of reading be stifled ? By no means ; let it be so 
wisely directed that it will result in permanent good to 
her. When Bessie is put into the junior class, her 
teacher should take advantage of her power to read and 
of her love for reading, by telling her what to read in 
connection with the lesson, and by letting Bessie tell 
what she has read. This will be much better than 
always talking to Bessie about the lesson. Bessie under 
the wise direction of her teacher can make excellent use 
of the lesson helps and of books that will furnish her 
with the information which she will be so eager to give 
to the class if it is rightly drawn out during the Bible- 
school hour. This is the time when a Bible should be 
put into Bessie's hands in the class room, and she should 
be practiced in turning to various parts of it, and read- 
ing aloud the references which bear on the lesson story. 
Bessie should also be drilled in finding in the Bible those 
stories, parables or verses which she has already been 
told about or has learned. One reason why the older 
pupils do not use their Bibles now, is because they were 
not trained to do so when they were Bessie's age. 

The receptive period. The last word has not yet been 
said as to how the child best takes in what it is to learn. 



STUDY OF THE CHILD 167 

There are those who say that " eye-gate " is much better 
than " ear-gate." It is certain that what we see influ- 
ences us much more quickly than what we hear. There- 
fore, the eye of the pupil should be appealed to con- 
stantly. Professor F. W. Smedley of the Department of 
Child Study in the Public-schools of Chicago, as the 
result of examining hundreds of children, declares that up 
to the age of fourteen or sixteen " they remember best 
what they have heard." Whether through the eye or 
through the ear, the girls and the boys of the junior 
grade are receiving the impressions and the knowledge 
which will influence them throughout life. Hence, this 
is the teacher's golden opportunity to strive to make 
upon her pupils the very best impressions ; those which 
will be for their highest good here and which will best 
prepare them for the life hereafter. 

The memory period. Not only are our boys and girls 
of from nine to twelve receiving impressions, facts and 
truths, but at this period of life the receptive memory is 
strongest. While the impressions made on younger 
pupils have a very marked effect, those effects would be 
largely temporary were it not for the reinforcement of 
them by similar impression in the junior period. Hence, 
while no opportunity to impress the very young child 
for good should be neglected, it must not be forgotten 
that to have permanent value the memory power of the 
junior period should be made use of in fixing the earlier 
impressions. In a home in which I am acquainted there 
is an oft-repeated saying : " Oh ! I knew that when I 
was ten years old." The oldest member of the house- 



168 THE TEACHEB, THE CHILD, AND THE BOOK 

hold has the habit of making that statement which his 
friends receive lightly, but there is much philosophy 
under what is considered a joke. What the boy learns 
before he is ten and has impressed upon his memory 
when he is about ten, is what goes with him down to his 
grave and perhaps beyond the grave to the glory land. 
Hence, teachers of juniors should be unwearying in their 
efforts to fill the memory of their pupils with those 
things which will endure. On the other hand, every- 
thing that has a tendency to exert a baneful influence 
over the life of the adolescent or the adult should be 
kept from the junior pupils. Not only from the memory 
but also from the imagination should everything tainted 
be rigorously shut out. Oh ! that we might have a 
triple alliance of parents, Bible-school teacher and secu- 
lar instructors, to provide for the junior boy and girl 
such reading matter and such surroundings as will help 
to keep them pure. 

The submissive period. The restlessness of the pri- 
mary period is, in a measure, passed, and the tempestuous 
forces of the adolescent period have not yet begun to 
assert themselves in the junior pupil. As a rule, this is 
the age when he will most willingly follow the direction 
of his teacher ; especially, if, as is not difficult, that 
teacher has gained his affection. ]STow, as never before, 
and never afterwards, will the beloved Bible-school 
teacher's directions be followed. Remembering that this 
is her pupil's receptive period and memory period as well 
as his submissive period, the teacher will plan to have 
him commit to memory portions of the Scripture, cate- 



STUDY OF THE CHILD 169 

chism answers, choice hymns and whatever else is to be 
used in the services of the Bible-school and church and 
whatever she desires to have her pupils take with them 
through life. 

The imitative period. It is true that imitation is one 
of the very earliest traits of childhood, but it is equally 
true that it is a very marked characteristic of the junior 
period. Long before Walter could speak he imitated a 
peculiar motion which I made to attract his attention. 
At ten, he will be imitating what I do rather than fol- 
lowing what I say. "Do what I say, but do not do what 
I do," was a command that might have been given to 
superstitious adults in the dark ages, but it will have ab- 
solutely no effect on the junior pupil of to-day. What- 
ever the teacher wishes the pupil to be, that she must 
be herself. Whatever the teacher wishes the pupil to 
do, that she must first do herself, or at least impress the 
pupil with the fact that she is willing to do it. 

However discouraged the faithful teacher may feel at 
times, at the apparent failure of her words to produce 
the effect which she desires, she need never be downcast 
as to the effect of her actions. What she does is watched 
by her pupils, and in many cases is being imitated by 
them. Hence, she should pay more attention to her ac- 
tions than to her words. 



The curiosity period. Scientific students of child na- 
ture tell us that the third trait of childhood manifested, 
is that of curiosity. We know that this is also a marked 



170 THE TEACHER, THE CHILD, AND THE BOOK 

characteristic of the earlier adolescent period. In the 
junior age, it gives to the alert teacher a leverage which 
she should seize skillfully and use persistently in her ef- 
forts to uplift her pupils. That which is in plain view, 
and often seen, loses its freshness and, therefore, its 
power over the child. That which is partially concealed, 
somewhat mysterious or out of the ordinary, excites the 
pupil's curiosity. This curiosity may be made use of to 
gain the attention and to stimulate the interest of the 
learner. Therefore, the teacher who can arouse her class 
to asking questions will have no difficulty in presenting 
the fact or the truth which she wishes to impress. On 
the other hand, a wise guidance of the natural curiosity 
of the child from those things which would prove harm- 
ful, to those w r hich will prove helpful, is a part of the 
work of every faithful teacher. Not suppression, but 
direction should be the guiding principle. 

The fruitful period. Adolescence (or the age of pu- 
berty) has been denominated the time of the second birth 
physically. Many psychologists hold that it is the nat- 
ural time for the second birth spiritually. Statistics 
show that the majority of admissions to church member- 
ship are at about the sixteenth or eighteenth year. 
"While these are facts, there is another fact that should 
be a source of much comfort and of great inspiration to 
the teachers of junior pupils, namely : They are dealing 
Avith pupils at the most fruitful age, so far as moral and 
spiritual results are concerned. John left the school at 
fifteen, but long before that he had made up his mind to 
do so as soon as he was old enough. Before he was twelve 



STUDY OF THE CHILD 171 

he had decided his future relation to the school. " I do 
not know how it is," said a teacher of boys of the junior 
age, " that I do not have any conversions in my class, 
but soon after the boys leave me, they are converted and 
join the Church." That teacher was comforted by being 
told that the apparent conversions and the actual uniting 
with the Church were but the natural fruitage of the 
good work done by him when the boys were younger. 
He had planted and Avatered, but another had reaped the 
increase. There would have been no increase if the pre- 
paratory labor had not been performed. If teachers of 
juniors agree with the philosophers that adolescence is 
the time of second birth, let them realize that their work 
is the most important in preparing for that time. If they 
disagree with the philosophers, let them be all the more 
alert to seize the opportunities offered in the class and 
outside of it, to lead their pupils to so know, and to so 
love Jesus that they will accept him as Saviour, Lord 
and Master. If the junior pupils do not accept Christ, 
the probabilities of their doing so decrease with every 
year that passes after they have entered the period of 
stress known as adolescence. 

The leakage period. Many superintendents who ask at 
conventions : How can we hold our older pupils ? would 
be greatly surprised were they to know the facts con- 
cerning the leakage in their Bible schools. It is true 
that that leakage is most apparent in the upper grades, 
but it is equally true that much of it takes place in what 
is commonly called "the main school" or "the inter- 
mediate department." In other words, at that age when 



172 

the pupils should be in the junior department many of 
them slip out of the school, never to return as regular 
pupils. In the ordinary primary class the numbers of 
boys and girls on the roll are about the same. In the 
Bible or adult classes there is a marked inequality. Un- 
less something very especial has been done for the males, 
they are far behind the females in number. The differ- 
ence is but the result of what has been taking place in 
the grades intermediate between the primary and the 
adult. Moreover, not nearly all the girls who ought to 
have been kept in the school are retained and sent on 
into the Bible classes. Many more than most Bible- 
school officers imagine have left the school, before they 
were twelve. 

The remedy, in part, at least, will be found by paying 
more attention to the organization and the conduct of 
the junior department, which in many well-organized 
schools is now managed as a part of the school, as dis- 
tinct as the primary or the adult class. At least four 
points should be carefully considered in connection with 
this department : 

The teacher. Of course the very best teacher should 
be in the primary class. The next best should be in the 
junior department. The age or the sex of the teacher is 
immaterial provided they have the following qualifica- 
tions in addition to the character and consecration that 
we expect in all Bible-school teachers : 

(1). A lover of hoys and girls. 

(2). A sympathizer with boys and girls. One who 
cannot view things from the standpoint of the junior 



STUDY OF THE CHILD 173 

pupil will not be able to sympathize with that pupil. 
Hence, the man who forgets that he was once a boy, or 
the woman who forgets that she was once a girl, will not 
be successful. 

(3). An active person. A half-dead-and-alive person 
cannot handle juniors. It must be action, action, action, 
if attention is to be secured, interest aroused and truth 
impressed. 

(4). An example. Keen eyes are watching the 
teacher. Receptive minds and retentive memories are 
receiving impressions from teacher's actions and life. 
Unconsciously she is continuously giving forth those in- 
fluences, which are helping to mould the character of her 
imitators. The following is an illustration of how chil- 
dren are taught by example : 

Some years ago my husband and I were going to a 
Maryland Chautauqua. At the hotel and station com- 
bined, where we changed cars, I noticed an apparently 
half-famished gray cat and asked one of the colored 
waiters if they fed her. He said they were not allowed 
to do so for fear she would remain there. I bought 
some food and gave it to her. Soon after I saw a boy 
of perhaps eight years, handsomely dressed, go up to 
the cat and kick her off the porch. I spoke to him 
kindly, but firmly, and asked him why he did it. His 
reply was : '' Father does it, and he says he'll kill her, 
and I shall do it too." I saw the family afterwards at 
dinner — a young man and his wife both stylish — and 
their ungoverned child sat beside them. It is not diffi- 
cult to predict the future of that boy, and the father 
will be largely responsible. — Union Signal. 



174 

(5). A friend. It is no more true of pupils of this 
age than of those of any other age that their teacher 
should be to them a friend. It is true, however, that 
we grown-up folk are frequently slow in recognizing 
how much the little people need friends, real friends, 
and that often the Bible-school teacher can fill this 
office even better than the child's parents. 

The room. The junior class should have a room by 
itself, just as the primary class has. The members of 
the old ladies' Bible class, to whom is assigned the best 
room in the building, probably do not realize how selfish 
and unwise they are when they refuse to give up their 
cozy room to the junior department. But they are both. 
For the sake of discipline, for the sake of instruction, 
for the sake of the upper grades of the school, the 
teacher of the junior class should have the very best 
room next to that occupied by the primary class. 

The paraphernalia. One reason why the boys and 
girls promoted from the primary department into the 
ordinary intermediate department in the large room 
feel the change so much, is because the teacher in the 
latter cannot use the blackboard, the picture roll, the 
chart and the symbol, which the primary teacher has 
employed to such good advantage in impressing the 
truth of the lesson. Where the junior class has its sepa- 
rate room, all the paraphernalia of the primary depart- 
ment may be used with such modification as the grow- 
ing intelligence of the pupils demand. While all the 
adjuncts which were so helpful in the primary teaching, 



STUDY OF THE CHILD 175 

may be given their proper place, above all the Bible 
should be put into the hands of junior pupils, while they 
by continual practice become accustomed to handling it 
for themselves. 

The pupils' activity. In the class room are many 
things to be done, which the skillful teacher will man- 
age to have the pupils do in turn without creating any 
jealousy or giving any grounds for a suspicion of par- 
tiality. For the class as a whole, exercises may be so 
planned as to give the pupils something to do. A class 
organization could be formed and meetings held in the 
class room on week days for the purpose of working or 
planning for work that the members might perform as 
individuals or as a class. 

In dealing with pupils of this age as of any other age, 
it must never be forgotten that they differ. Not all the 
traits mentioned above will be found in any one child 
nor will any one of them be apparent in all children. 
Hence, the teacher who will be most successful will be 
the one who thinks about, studies, prays for, and works 
for, each member of her class as an individual, in many 
respects differing from the other individuals of the class. 
Jesus, the great teacher, set us the example of this per- 
sonal heart-to-heart dealing with individuals. May the 
teacher of junior pupils learn to imitate his great ex- 
ample. 



CHAPTER XVII 

STUDY OF THE CHILD (Continued) 

AGE, FEOM TWELVE ONWAKD — STAGES OF ADOLESCENCE, 
GREAT PHYSICAL CHANGES— LONGINGS— DOUBTS— DAY- 
DREAMS, ETC. 

The adolescent. There are those who strenuously ob- 
ject to dividing the life of the individual into periods 
and talking about them as distinct from each other. 
They claim that we have to do with a person, and that 
the make-up of that person is about the same all through 
life. For example, the trait of curiosity, they maintain, 
is not confined to any age or to any condition, but is 
found in all persons. This is in a measure true, but it is 
not the expression of the whole truth. There are traits 
which are more marked in some stages of development 
than in others. The changes which take place in the 
development of the adult may not be as apparent as 
those which mark the metamorphosis of the tadpole into 
the frog, but, that wonderful changes do take place, no 
one can deny. " He is not the same boy he used to be," 
is a common exclamation when contrasting the ado- 
lescent with what he once was. " You would not know 
Lydia she is so different from what she used to be," has 
been said of many a young woman who has passed 
through the troublous period of adolescence, and has 
developed into a splendid woman in spite of all the 

176 



STUDY OF THE CHILD 177 

prophecies to the contrary that had been made by her 
friends, who did not appreciate the struggle through 
which she was passing. 

The term adolescence is applied to that period of de- 
velopment extending from childhood to manhood or 
womanhood. Ordinarily, we use the word youth as 
covering this age. It extends from about the twelfth to 
about the twenty-fifth year. No exact age divisions can 
be made, as the period varies greatly according to race, 
climate, sex, and individual traits. As a rule, the girl 
reaches this stage of development a year earlier than 
does the boy. In the same sex, no two individuals are 
exactly alike in all respects. In some the physical, in- 
tellectual and spiritual development is much more rapid 
than in others. On the other hand, there may be a very 
rapid physical growth united with a very slow intel- 
lectual or moral development or vice versa. Hence, it 
is not easy to make exact divisions. 

The three stages of adolescence are the early, the middle 
and the later periods. While the exact age limits of each 
cannot be given ; for the sake of investigation and for 
convenience in classification they may be said to be as 
follows : 

1. Early adolescence. Age twelve to sixteen. 

2. Middle adolescence. Age sixteen to eighteen. 

3. Later adolescence. Age eighteen to twenty-five. 

It is to be noted that the ages of these divisions over- 
lap. This is the fact also concerning the various traits 
with which we have to do in these studies. While more 



178 THE TEACHER, THE CHILD, AND THE BOOK 

marked in one period than in the others they are by no 
means confined to that period exclusively. 



EARLY ADOLESCENCE. 

From twelve to sixteen. As the junior pupils approach 
the age of twelve, their teachers and the officers of the 
school should consider beforehand very carefully and 
very prayerfully how they are to be handled after they 
are promoted. If the junior has been properly dealt 
with much has been accomplished towards holding the 
adolescent in the school, but much of the good work of 
the junior class may be undone if the young people fall 
into the hands of ignorant or indifferent persons. Alert, 
consecrated teachers will be able not only to conserve 
most of what has already been accomplished, but also to 
so add to it that the young adolescents are held in the 
school and are trained to be the workers of the coming 
years. At this period, two principles should be borne in 
mind. First, it is best to keep the two sexes apart. 
Hence, on promotion day, the girls should be put into 
one class and the boys into another one. Second, the 
pupils ought to have a teacher who can sympathize with 
them in the development that is now taking place. 
Hence, ordinarily, the boys should have a manly young 
man for their teacher, and the girls should have a moth- 
erly young woman. (In this connection it must be re- 
membered that the term young does not refer so much 
to age as to general make-up. I know a lady of sixty- 
five who is young. Some persons become fossils at 
forty.) Occasionally, we find an exception to the second 



STUDY OF THE CHILD 179 

principle laid down. A young woman may do good 
work with male adolescents or a young man may be an 
excellent teacher of female adolescents, but it is because 
the young man and the young woman are exceptional 
characters. 

Some of the marked characteristics of early adoles- 
cence are worthy of serious study. We can give but a 
brief summary of the partial results that have been tabu- 
lated by investigators in this most interesting and profit- 
able field. It is hoped that our Bible-school workers 
will more and more take into account these traits when 
dealing with the young people, and that they will resolve 
to study the adolescents with whom they are brought into 
contact, so that they may be able to deal with them 
more intelligently and sympathetically. Early adoles- 
cence is preeminently the period of : 

Great physical changes. Mighty physical forces are at 
work within the adolescent. These affect him in many 
ways. Strong passions are developing, so that it is a 
period of especial stress. Dangers and temptations are on 
all sides. While the observer cannot behold the play of 
the inward forces their outward effects are frequently 
visible, but in many cases the results are magnified while 
the causes are disregarded. Again, the manifestations 
of the effects vary so greatly, that no two adolescents 
are exactly alike, and, stranger still, the adolescent does 
not seem to be the same individual at all times. This 
cause of perplexity on the part of the Bible-school officer 
and teacher, is removed in the ratio that they realize the 
struggle that is going on within the adolescent. 



180 THE TEACHER, THE CHILD, AND THE BOOK 

Self-consciousness. The manifestations of this self -con- 
sciousness are frequently directly opposed to one an- 
other. One adolescent becomes a victim of morbid 
sensitiveness, which manifests itself in shyness, bashful- 
ness, diffidence and timidity. You expect Alice to 
blush, but when John blushes you conclude that some- 
thing is wrong, when the fact is you are misjudg- 
ing your boy. Another adolescent becomes the victim 
of a self-conceit which manifests itself in deeds of 
daring and of impudence, which lead the beholder to 
conclude that an evil spirit has taken possession of 
the boy or of the girl. The youth is indeed held in 
the thraldom of a spirit, but it is the spirit of adoles- 
cence. In either of these adolescents or in a third one, 
these extremes of sensitiveness and of manifested self- 
conceit may so alternate that the parent or teacher gives 
up in despair, exclaiming : There is no use trying to un- 
derstand that child. 

Longings. Ambition takes a very strong hold on the 
adolescent. At times his ambition is not a very lofty 
one, at times it far transcends the wildest imagination 
of his parent or teacher in the direction of what is lofty 
and noble. Philanthropy so asserts itself, that the girl 
who is so mean in the Bible class this afternoon that she 
is almost unbearable, to-morrow m&y be longing to per- 
form the most heroic and self-sacrificing deeds in order 
to show her love for mankind. In a like manner, the 
boy who seems utterly without shame at one time, may 
very shortly afterwards feel a very deep, a very real, but 
most likely an unexpressed, longing for the pure, the 



STUDY OF THE CHILD 181 

noble, the true and the beautiful. That indifferent girl 
and that stubborn boy that you say is past redemption 
may have such a yearning longing for better things that 
they are thoroughly ashamed of themselves and of their 
actions, but the probability is that the antagonism be- 
tween them and you is so great that you will know 
nothing of that longing or of that shame. 

Doubt. The child, who without question accepts what 
teacher says, has passed away and in its stead you have 
a youth who is prone to question everything. By many 
teachers this questioning is considered a bad sign, whereas 
it ought to be welcomed as an evidence of the awakening 
powers of adolescence. " What do you think John did 
this afternoon, when I was right in the middle of my 
explanation of verse eight of the lesson ? " said a very 
much disturbed teacher to the superintendent one Sun- 
day after school. The superintendent, who knew John 
better than the teacher did, was much relieved when the 
latter continued : " He broke right out with : ' Teacher, I 
would like to say something about that text.' " To the 
dismay of the teacher, the superintendent smiled and 
said : " Good for John ; if I were teaching your class I 
would like to have him do that every Sunday." The 
trouble with the teacher was that she expected her class 
of adolescents to have no minds of their own, but to take 
exactly what she said without questioning. This style 
of conducting a class — it is not teaching — accounts in 
part for the fact that so many Johns do not care to come 
to the Bible school. The wise teacher sympathizes with 
her pupils during their time of doubt and questioning and 



182 THE TEACHER, THE CHILD, AND THE BOOK 

endeavors to remove it by supplying the proper cor- 
rectives, namely, more knowledge furnished to the pupils 
and a life of faith lived by the teacher. 

Day-dreams. "Your old men shall dream dreams," 
said the prophet Joel. Perhaps there is no period of life 
wholly free from the dreaming of dreams, but in the 
adolescent period day-dreams play a very prominent 
part. Adolescents have great hopes, lofty ideals and vast 
ideas. Circumstances prevent the realization of their 
ideas, so they dream of the time when they are to be all 
that is desirable and when they shall do things in com- 
parison with which what their elders do is contemptibly 
small. You think you face a class of fifteen-year-old 
boys in the Bible school. But what are they in their 
own imaginations ? One is a merchant prince, another 
is a bank president, the third is the chief magnate of a 
great railroad system. A distinguished general, a famous 
surgeon, a renowned author are sitting before you. Do 
you not realize how commonplace much of your talk 
must seem to these dreamers ? Let them dream ; they 
will awaken to the reality soon enough, but try to put 
yourself in their place, so that your expressed contempt 
for their dreams will not be such that you lose your 
adolescents. 

Misunderstanding. This has been called the " lonely 
age." Young adolescents are not understood, they do 
not understand their elders. Each age is looking at 
matters from a different standpoint. Many young 
adolescents look upon their teachers and others who are 



STUDY OF THE CHILD 183 

striving to do them good, as their enemies. Why ? 
Because of failure to understand. Both sides are to 
blame, but those who are older are most to blame. 
Occasionally, a mother and her daughter of fifteen are 
real friends. Now and then, a father and his son of six- 
teen are real companions. Alas ! that this should be the 
exception rather than the rule. Herbert Spencer de- 
clares : " Mothers and fathers are mostly considered by 
their offspring as friend-enemies." Teachers who under- 
stand their pupils, so that the latter open their hearts to 
them, have a hold upon them that ought to result in un- 
measured good. 

Teachers and parents who have read the above are now 
prepared for some hints in regard to the method of deal- 
ing with the young. The attitude of the teacher towards 
the adolescent, no matter how outrageously the latter 
may act, should be one of : 

1. Sympathy. In order to sympathize with, we must 
know the one upon whom we expend our sympathy, and 
as the word indicates, must be able to " feel with him." 
Hence, we reiterate the plea that we have been making 
all along : Become acquainted with the facts concerning 
adolescence generally, and get acquainted with the par- 
ticular adolescents whom you wish to influence. 

2. Love. This should be manifested, not by outward 
demonstrations of affection and the use of endearing 
terms, but by a willingness to do for the pupils what is 
best and to bear with their idiosyncrasies. 



184 THE TEACHER, THE CHILD, AND THE BOOK 

3. Patience. How patient the omniscient Father is 
with his children, because he not only knows our 
frailties, but also understands the causes for them. 
How patient parents and teachers will become when 
they come to understand the adolescent. 

4. Hopefulness. What shall we do with our boys or 
girls ? is a question asked by teachers who have been 
driven to the verge of despair by their adolescent pupils. 
Invariably the answer is : Hold on to them. But how 
can one hold on to one when there is nothing to take hold 
by? How can one retain one's hold on one who always 
slips through one's fingers ? Only an intelligent study 
of each individual case will give the answers to these 
questions. Find some way of getting hold, hold on for 
a few years, and, when you see the results of your 
efforts, you will thank God that you did not let go. Do 
not give up. Hope on, pray on, work on, and the reward 
will be sure. 

' ' Love, Hope and Patience, these must be thy graces ; 
And in thine own heart let them first keep school. ' ' 

5. Firmness. While the teacher should sympathize 
with, and be helpful to, the adolescent, it is not always 
w r ise to let him have his own way. Indeed, while he in- 
sists on doing as he pleases, he has a very strong con- 
tempt for those who yield to him. Hence, the teacher 
who knows what is right for his pupils and firmly in- 
sists on their doing the right is not only helping them, 
but is gaining their respect by so doing. 



STUDY OF THE CHILD 185 

MIDDLE ADOLESCENCE. 

From sixteen to eighteen. Again our age divisions 
cannot be made strictly. Adolescents of sixteen have 
reached a stage of development when it is best to transfer 
them from the classes where the younger pupils are. 
Hence, in many well-graded schools there is a class of 
young men of the middle adolescent age and a class of 
young women of the same age. Although the two sexes 
have a decided attraction for each other at this age, the 
best results are obtained where they are put into sep- 
arate class rooms. As before, a man makes the best 
teacher for males, and a woman for females. 

Characteristics of. These are so nearly the same as 
those for early adolescence that it is difficult to make 
distinctions. Of course, much depends on the individ- 
uals. In some, certain traits are less prominent, while 
others are intensified. In others, characteristics that up 
to this time were unnoticed, now obtrude themselves. 
Frequently, the warfare of contending forces seems to 
have come to an end. In one individual it is apparent 
that the forces that make for righteous have triumphed. 
Another individual seems to have been brought entirely 
under the dominion of his baser nature. Now, victory 
is with the better nature of the adolescent ; anon, his 
passions have mastered him and he goes down. Do not 
be discouraged ; help him up, hold on to him, the decisive 
battle has not yet been fought. Teachers of adolescents 
should never forget two facts : 

Now is the time to yield to Christ. In the mighty 
struggle that is going on in the adolescent, he should be 



186 THE TEACHER, THE CHILD, AND THE BOOK 

taught that he can have help. That he needs it badly, 
he realizes only too well. Where will he get it ? There 
is no lack of those who are willing to answer the ques- 
tion. Now is the time to point the sin-tossed youth to 
Christ as the one who is able to be his helper and who 
is willing to be his friend. Creed and doctrine have no 
charms for the adolescent, but the loving, helpful 
Saviour does appeal to him. Therefore, the teacher 
should not try to have his pupils become better in order 
to accept Christ, but should urge them to let the Saviour 
help them to be what is right. Great encouragement to 
this kind of effort comes from the fact that a large num- 
ber of conversions take place in the period of middle 
adolescence. Of five hundred and ninety investigated 
conversions among males, it was found that fifty-nine 
took place at the age of sixteen, forty-seven at seventeen, 
and sixty at eighteen, or a total of a hundred and sixty- 
six in the period of middle adolescence. That is twenty- 
eight per cent, of the whole. How these figures should 
encourage and stimulate the teacher of young men and 
young women of this age ! 

Now is the time for work. " The pedagogy of adoles- 
cence may be summed up in one sentence : Inspire en- 
thusiastic activity." ISTow is the time when the young 
man and the young woman must find vent for the forces 
within them in doing something. Many poor young 
men, who have risen to positions of prominence and in- 
fluence, have declared that hard work saved them from 
the physical and intellectual dangers of the adolescent 
period. The hint is plain for those who have to do with 



STUDY OF THE CHILD 187 

the spiritual welfare of the young people. Plan for 
them that kind of work that will call forth the very best 
that is in them. Do not be discouraged if they do not 
keep at one kind of work for any length of time. 
Youth loves variety. Therefore, do not expect your 
pupils to keep at one line of activity very long, but be- 
fore their interest in one kind of effort flags, have some- 
thing else ready for them to do. 



LATER ADOLESCENCE. 

From eighteen to twenty-five. Many psychologists re- 
gard this as the most important period of adolescence, 
and, therefore, the most important period of life. The 
paths which the young people of this age are taking will 
probably determine the direction in which they will 
walk in adult years. What a young man or a young 
woman of twenty-five is, is a pretty sure indication of 
what they are to be later on. The plasticity of child- 
hood has gone. The contending forces of early and 
middle adolescence finish their battle and soon one side 
or the other will be victorious. The teacher will have 
great influence in helping to determine the victory. No 
one can estimate the value of the work of the teacher, 
who as the friend, the fellow-student and at the same 
time the leader of adolescents helps them on to victory. 
Whether the sexes should be separated at this age, is a 
question to which the answers are divided. The success 
of the Baraca and other classes for young men, as well 
as the good work done by similar classes for young 
women, during the past few years, inclines the writer to 



188 THE TEACHER, THE CHILD, AND THE BOOK 

the opinion that at this age the young men and the 
young women should be in separate classes. 

Characteristics. In addition to those already men- 
tioned in connection with the other periods of adoles- 
cence, the teacher should give heed to at least four 
marked traits of this period : 

Physical energy. The activity recommended for pu- 
pils of the period of middle adolescence should be kept 
up and increased in this age. We have only to become 
familiar with the wonderful things that have been ac- 
complished by men and women before they were twenty- 
five, to realize what might be done for our Bible schools if 
the leaders were wise enough to use the latent energy 
all around them. Blessed is that school where the older 
folks do the planning and the young folks do the work. 

Intellectual activity. Not only is the vital force great 
but the brain power is strong during the period of later 
adolescence. Let what has been done by philosophers, 
poets and statesmen before they were twenty -five, be the 
proof. The lecturer who has made up his mind regard- 
ing certain truths which he insists on these active minds 
accepting without any question, will have little success 
in handling a class of persons going through the intel- 
lectual development of this period. This is the age 
when the reasoning power becomes strong. It should 
be appealed to. 

Doubt. Nothing is taken for granted by thinking 
adolescents. They are prone to question everything, not 



STUDY OF THE CHILD 189 

merely in religious matters but along all lines of thought. 
While their doubts should not be discouraged and noth- 
ing should be said to make them lose faith, the fact that 
doubt is not sin should be recognized and the doubters 
should be dealt with as tenderly as was John the Baptist 
by the Great Teacher. 

Seriousness. A short time ago I received a letter from 
a young man asking me to help him to find more re- 
munerative employment, for said he, " my salary is not 
sufficient for a young man with serious intentions." 
Yes, life is taking on a very serious aspect to my easy- 
going boy of a few years ago. Later adolescence is the 
time when things look serious. 

The teachers of this grade have great privileges and 
opportunities. The possibilities of good within their 
reach are boundless. As in regard to other ages, no in- 
fallible rules can be laid down, but a few hints may be 
helpful : 

Teachers should recognize the individuality of their 
pupils and treat them as men and women. 

The shortcomings of the past should be forgotten 
and the doubts of the present should be used as stepping- 
stones to light and faith. Every teacher of adolescents 
should read the story of Charles Bradlaugh, who at 
fourteen because he was puzzled by contradictions that 
he thought he saw between the Thirty -Nine Articles and 
the New Testament, was denounced by his pastor as an 
atheist. Again, at sixteen, when he asked for light con- 
cerning some difficulties, his pastor persuaded Bradlaugh's 



190 

employers to give him three days in which to change his 
opinions or lose his position. The young doubter ac- 
cepted the latter, and became the confirmed sceptic. 
Foolish pastor. Let the teacher be wise. 

The teaching on the Sabbath should have a close connec- 
tion with the everyday life of the pupils. Said a young 
man once to the teacher who had just given his ideas 
concerning prayer : " It is all well enough for you to 
talk that way, but what would you do if you worked in 
a mill as I do, and were surrounded all day by blasphem- 
ing men who do not care for your God or your religion ? " 
The religion of Jesus Christ is meant for our everyday 
life, but how few teachers are able to so present it that 
their pupils see the application of it to their daily needs. 
Here, again is emphasized the need of knowing the 
pupils and their everyday surroundings. 

The teacher should appeal to the reasoning powers of the 
pupil. 

St. Bernard of Clairvaux, whose eloquence was so 
irresistible that in the twelfth century he led many to 
give up the world and enter the monastery and the con- 
vent, is said to have " denied the right to reason and suc- 
ceeded in stifling the spirit of free inquiry." He would 
not make a successful teacher of adolescents in this age, 
when the appeal, if not addressed to the reason, must at 
least be submitted to the reasoning power of the one 
taught. 

The teacher should plan home work for the pupils, which 
is applicable to their daily needs. The teacher who is 
not willing to do this, need not complain if the pupils do 
not study at home. 



STUDY OF THE CHILD 191 

The teacher should he a friend to the pupils. This is 
true not only for this grade, but for all grades. The 
personal touch counts for most. When it comes to the 
matter of spiritual uplift there is no such thing as a 
class of young men or young women. There are so 
many individuals. In the ratio that the teacher is 
a real friend to each, in that ratio will he help his 
pupils. 



CHAPTEK XYIII 

THE CHILD IN THE KINDERGARTEN 

BY MRS. H. E. FOSTER 

SUPEKIOR METHOD — GIFTS — EXERCISES, ETC. — ALL WITH 
DEFINITE AIM — LITERATURE ON THE SUBJECT — PRINCIPLES 
OF CHILD-NATURE RECOGNIZED 

It is a hopeful sign that everywhere Sunday-school 
officers and teachers are inquiring as to better methods 
of instructing the children and youth in their care. 

This is especially true of those who have charge of the 
very little ones. Hence, Sunday-school kindergartens, 
so called, are being established in many schools, in the 
hope that better results may be attained. 

As a rule primary Sunday-school teachers are not 
trained kindergartners ; neither are they familiar with 
kindergarten theory and practice. The superintendent 
knows even less about it ; consequently, much confusion 
exists in their minds as to what extent the kindergarten 
may be adopted in the Sunday school. 

Those who have dimly caught something of the 
kindergarten idea, or, at least, have seen the wonderful 
results of its teachings, cry eagerly, " Oh, we must have 
a Sunday-school kindergarten ; it is just the thing ! " 
Then they get kindergarten tables and chairs, sewing 
cards, and bits of lettered pasteboard to spell out the 

193 



THE CHILD IN THE KINDERGARTEN 193 

Golden Texts (as if spelling were a part of kindergarten 
training !) and letting the children play with these and 
their lingers imagine they have a Sunday-school kinder- 
garten. 

In one school visited, the Golden Text was formed 
each week with small black beans laid on the tables ; in 
another the children were kept for twenty-five minutes 
at the tables with paper and pencil, reproducing the 
work done by the teacher on the blackboard, while in a 
third the finger game, " Here's a Ball for Bab} 7 ," used 
mostly in the nursery, was given as a resting exercise. 
Disorder was rampant in every instance ; yet satisfaction 
was expressed by each teacher at the success of her 
Sunday-school kindergarten class. 

Mrs. Riggs says that no mantle of charity is huge 
enough to cover the clumsy attempts which sometimes 
go by the name of kindergarten. This is equally true of 
the Sunday-school kindergarten. Certainly finger-plays 
do not make one, nor spelling the Golden Text with 
beans. 

Shall we, then, give up all idea of establishing Sunday- 
school kindergartens ? Yes, if you mean putting the 
materials and routine of the week-day kindergarten into 
the church on Sunday. No, emphatically, if you mean 
providing for the spiritual instruction of children in their 
tender, formative years, according to the principles un- 
derlying kindergarten theory and practice. 

It is absolutely essential, then, that we first get a clear 
conception of the real meaning of the kindergarten. 



194: THE TEACHEK, THE CHILD, AND THE BOOK 

However, to attempt to convey its meaning to one's 
mind in a few sentences is well-nigh impossible, for so 
high, so holy, so comprehensive is it in its fullest sense, 
that only long, patient, and experimental study can fully 
reveal it ; and the longer one studies the principles un- 
derlying it, the more one marvels at their scope, for they 
seem to include and explain the universe itself. 

The true kindergarten is the synonym for all that is 
pure, true, and uplifting. It exists that all may have 
life — true life — and have it more abundantly. It means 
the improvement and elevation of the individual, the 
family, the community, the race. It has compelled at- 
tention, converted skeptics, and made itself a vital force 
in the life of to-day by its inherent worth, and all edu- 
cational work from the nursery to the university is being 
permeated by its spirit. 

Love is the foundation, the structure, the capstone 
of the kindergarten, and love, we know, is " the greatest 
thing in the world." The spirit that breathes all 
through kindergarten life and work is one of kindness, 
cooperation, and helpfulness to others ; the spirit of self- 
surrender and joy in others' success. 

We are told that " of action habit is the blossom, and 
of habit, character is the fruit." The kindergarten is 
essentially a school for the development of character, 
and a child reared in its atmosphere must develop the 
best that is within him. 

The superiority of kindergarten training over all other 
educational methods for the very young is shown in its 



THE CHILD IN THE KINDERGARTEN 195 

provision for every side of a child's nature, to which it 
seeks to give perfect development. It sees the divinity 
within every child, and seeks the expression of that 
divinity. It is based on the knowledge that life works 
from within outward, and its great underlying principle 
is education through self-expression. 

Spontaneously giving forth what is within him, the 
child discovers and develops the power resident in his 
being. 

" The most delicate, the most difficult, and the most 
important part of the training of children," says Froebel, 
" consists in the development of that higher life of feel- 
ing and soul from which springs all that is highest and 
holiest in the life of men and mankind." It is just this 
development that the kindergarten undertakes. But, 
you say, does playing with bits of wood and metal and 
paper, sewing big stitches in pieces of cardboard, han- 
dling clay and sand and worsted balls, singing songs and 
playing games, bring about such a development ? JVo, 
if you mean the mere doing of these things ; yes, if you 
understand the doing of them under careful supervision 
and wise guidance to be a means of interpreting the ex- 
ternal world to the child, while at the same time they 
give expression to his own inner nature. 

All the kindergarten gifts, occupations, and exercises 
have been planned and developed to meet the needs and 
capabilities of the child, one form of self-expression be- 
ing furnished by the gifts and occupations, the other by 
the songs and games. But the mere mechanical han- 
dling of these things avails naught ; there must be a keen 



196 

spiritual perception on the part of her who directs their 
use. In the materials themselves exists no magic ; they 
are but means to an end, that end the physical, mental, 
and spiritual growth of the child. 

Much of the criticism and sarcasm leveled at these 
" play schools," as they are called, is due to the way in 
which kindergarten materials are handled by those who 
have but a superficial knowledge of the kindergarten 
system, and are too shallow of soul and mind to grasp its 
lofty and holy meaning. 

Come with me, if you please, every morning for a 
week into a well-conducted kindergarten, whose leader's 
soul is aflame with the highest ideals ; open your soul to 
receive the message waiting for you there, and you will 
begin to get some faint conception of its meaning. 

Here are little children with greatly varying natures, 
with different environments, and consequently with dif- 
fering needs. They are individually studied and in- 
dividually trained. Here you see them developing phys- 
ical strength, gaining accurate and useful knowledge, 
and learning the great lessons of life — all through the 
medium of play. 

They become tailors, blacksmiths, shoemakers, carpen- 
ters, or other artisans, and so learn the dignity of labor 
and the interdependence of all mankind ; they build with 
blocks, handle sticks, seeds, metal rings, etc., they w r eave 
mats, sew cards, cut and fold paper, model in clay and 
the like, and in so doing early learn the necessary lessons 
of obedience, patience, neatness, order, and self-control. 
They gain clear ideas of form, color, position, size, num- 
ber, etc. The fingers become dexterous and delicate of 



THE CHILD IN THE KINDERGARTEN 197 

touch, the eyes are trained to accuracy, powers of 
observation increased, imagination stimulated, and crea- 
tive impulses strengthened ; they also acquire increased 
ability to think and voice their thoughts in well-chosen 
words. 

Nothing is done aimlessly, but every stitch taken, every 
game played, and every object handled, though it be but 
a tiny seed, has a definite purpose behind it. 

They learn to respect the property of others, to feel 
the joy of working to give others pleasure, to assist those 
weaker or younger than themselves. Through song and 
story and play, as well as by actual contact, they learn 
the wonders of nature, and so are led up to nature's 
God. By the same means a love for and tender care of 
animal and insect life are developed, and family life is 
made very beautiful in many ways. 

They hear of Washington, Lincoln, and the Pilgrim 
fathers, and you smile to see a dignified citizen of this 
" free republic of childhood " proudly wave " Old Glory " 
while his comrades question : — 

"Soldier-boy, soldier-boy, where are you going, 
Bearing so proudly the red, white and blue ? ' ' 

In his clear childish treble, the gallant little color- 
bearer replies : "I go where my country, my duty is 
calling " ; then stopping before a playmate and gravely 
saluting him, he continues : " If you'll be a soldier brave, 
you may go, too." And then you realize that even a 
four-year-old may feel the stirrings of patriotism. In- 
deed, the kindergarten has been called " the very soil of 



198 

good citizenship." And who is the good citizen ? Is it 
not he whose body is vigorous, whose mind is disciplined, 
and whose spirit is pure ? 

Brave deeds, kind and gentle actions, respect and rev- 
erence, tender thought for others, a feeling of universal 
brotherhood, and a love of righteousness are here im- 
pressed upon the budding soul and mind, which are like 
wax to receive and marble to retain ; and these impres- 
sions will crystallize into noble manhood and woman- 
hood. 

The kindergarten is indeed well named, for it is in very 
truth a child garden, where little human plants are 
nurtured, fed, watered, and pruned, that they may give 
to the world sweetness and beauty. 

God hasten the day when these gardens shall be free 
to every one of his little ones, and when they shall form 
one great kindergarten circle that shall belt the world ! 

But as a trained kindergartner and primary Sunday- 
school teacher, the writer's experience in both lines of 
work leads her to the firm belief that the kindergarten 
cannot be transplanted bodily into the Sunday-school. 
It is a system of education that demands more than an 
hour every seventh day for its practical working out. 
But the primary class can and should be raised to a dis- 
tinctly higher level than it now occupies by applying 
kindergarten principles to its teaching, for they are 
fundamental, and underlie all true teaching of little chil- 
dren. " It is the letter that killeth, but the spirit that 
maketh alive." That is what we need, then, — the kin- 



THE CHILD IN THE KINDERGARTEN 199 

dergarten spirit and the hinder gar ten principles in the 
primary Sunday-school class. 



How may we understand and learn to apply these 
principles ? If impossible to take a kindergarten train- 
ing, it is not impossible to learn from books, and a few 
books thoughtfully read and digested will give a very 
clear idea of the subject. 

"Kindergarten Principles and Practice" by Kate 
Douglas Wiggin, "Symbolic Education" by Miss Blow, 
and "The Kindergarten in a Nutshell" by Nora A. 
Smith, are very valuable, short, simple, and untechnical. 

We may also visit kindergartens and see practical 
demonstration of kindergarten principles. 

From careful observation, I am led to think that the 
reason why so many teachers fail to meet and supply 
the spiritual needs of the child is because they cannot 
disabuse themselves of the idea that religion is something 
to be acquired outwardly. They have an uneasy feeling 
that they must teach just so many Scripture verses, just 
so many commandments, just so many catechism ques- 
tions, and just so much doctrine, else they will not have 
given proper religious instruction. This is entirely 
foreign to the kindergarten principle. Religion is in re- 
ality not the acquirement of certain doctrines, but the 
constant striving of the human soul after perfect oneness 
with God ; and the teacher should try to so develop and 
strengthen the child's spiritual nature that he will feel 
this unity with God, that God will seem a real part of 



200 THE TEACHER, THE CHILD, AND THE BOOK 

his own little life. And in no way can we bring God to 
him so easily and beautifully as through Jesus Christ. 

But the child's religious experiences cannot possibly 
be of the same character as ours. " Childhood," says 
Rousseau, " has ways of seeing, feeling, and thinking 
peculiar to itself, and nothing is more absurd than to at- 
tempt to substitute ours in their place." Yet that is 
what primary Sunday-school teachers are constantly do- 
ing, and in so doing ignore an important principle of 
kindergarten teaching, — the necessity of careful study of 
the child. Before we can possibly know how to teach 
him, we must understand him. That is what Froebel did. 
He lived with and closely studied children till he knew 
their needs ; then he was able to meet those needs. 

There is very little class instruction in the kinder- 
garten, the secret of its power being personal influence. 
If we would apply this in our Sunday-school work we 
must at the very outset rearrange and divide our classes, 
for our study of the child shows us we must give him 
individual training as far as possible. We see it will be 
out of the question to give the same teaching to a four- 
year-old and an eight-year-old, so we separate the wee 
ones from the older ones, placing together all those who 
are six years of age and under. 

If there are too many for one teacher to rightly care 
for, she must have a sufficient number of assistants. 

Unless this is done we violate our principle. With 
fewer children to care for, we can more readily learn 
their individual needs, — who are untruthful, selfish, cruel, 
or vain ; and we can then give such teaching of God's 



THE CHILD IN THE KINDERGARTEN 201 

Word to them as shall be of practical help in forming 
character and growing daily more like Jesus, who is 
their pattern, their friend, and Saviour. 

We shall understand that a child's powers of attention 
and concentration are limited, and wisely try to hold 
them for not over fifteen or twenty minutes at a time. 
We shall learn to choose our lesson material more care- 
fully, selecting for their instruction only such parts of 
God's wonderful Book as will really minister to their 
needs. We shall make our lessons exceedingly simple, 
drawing out and developing the child's spiritual nature, 
rather than cramming him with religious facts; for, 
however many such facts we give him, unless we so pre- 
sent them that they shall cause him to live out in his 
daily life the teachings of Jesus, we fail utterly to give 
him true religious teaching. We shall lead him from his 
very simple and concrete known to the complex and 
abstract unknown, but we must be careful that the un- 
known we are trying to teach is the truth he needs at 
this stage of his life. Froebel says, " Know the truth, and 
the words of expression will naturally follow." So we 
bend our efforts towards helping him to know the truth, 
rather than towards having him memorize it in a set form 
of words. Indeed, we never permit the latter till we are 
sure of the former. 

The kindergarten, we have found, recognizes and pro- 
vides for all sides of the child's nature. The primary 
Sunday-school teacher too often thinks only of the spirit- 
ual side, forgetting that her little charges are exactly the 



202 THE TEACHER, THE CHILD, AND THE BOOK 

same children on Sunday that they are on Saturday or 
Monday, and the physical nature demands similar treat- 
ment on all days. 

But while the great medium of instruction in the week- 
day kindergarten is play, and properly so, the Sunday- 
school kindergarten will be a lamentable failure if the 
play element is introduced, even to the slightest degree. 
The day, the place, the theme of instruction, all demand 
a deep spirit of reverence, and woe to that teacher who 
does not realize the necessity of teaching this at the 
earliest possible time in the child's life. In applying 
this principle, then, she will arrange for the recognition 
of physical exercise in a manner befitting the day and 
place. She will vary her program, and underlying all 
bodily movements will be a definite purpose. 

As for the kindergarten material, so much and only so 
much is to be used as will help to make clear the spirit- 
ual truth to be taught. When interest is centred in the 
material to the overshadowing of the lesson, then is the 
object for which they are employed utterly defeated. 
So see to it that the connection between their use and 
the truth is very close and vital, or you will succeed 
only in giving the child a few moments of happy play ? 
while his heart and mind remain untouched. 

Many of the kindergarten games are based on Froebel's 
thought that what the child imitates he begins to under- 
stand. Imitating the different aspects of life, his mind 
begins to grasp their significance. 

Apply this principle and you will see to it that he has 



THE CHILD IN THE KINDERGARTEN 203 

the right things to imitate. Speak God's name softly 
and respectfully, and he will do the same ; sing heartily, 
and he will follow ; be devout in manner when you pray, 
and he, too, will be devout ; be orderly, prompt, gentle, 
and polite, and the average child will copy you faith- 
fully. 

Kindergarten theory teaches that activity is a law of 
child nature. We know that a child is never so happy as 
when doing something, whether it be Sunday or a week- 
day. Apply this principle of activity and learning by 
doing, and provide something for him to do during the 
progress of the lesson. This does not mean necessarily 
that he must paste pictures, build blocks, or handle sand 
while in God's house, though he may be urged to do all 
these things in his own home ; and some hand work to be 
done in the home should certainly be given, so as to make 
still more enduring the impression of the lesson. This 
work should then be brought back for examination by 
the teacher and praise or reproof administered, as needed. 
But, just as in the story of " A little boy went walking," 
etc., the impression is intensified by using the children's 
lingers to describe his experiences, so the lesson story of 
the day will be made clearer, more vivid, and more easily 
remembered if a like method be employed. 

Froebel believed with Goethe that music should be the 
centre and starting point of education, and the kinder- 
garten carries out this idea in the songs and musical 
games. Let us take a hint here for our Sunday-school 
work. Devote much time to music, both vocal and 



204 THE TEACHER, THE CHILD, AND THE BOOK 

instrumental. Begin and end with it ; let the piano give 
all the calls to order and silence ; if restlessness appears 
let quiet be restored by a few moments of soft, soothing 
melody from the piano. This is far more effective than 
repeated admonition. Let there be songs of praise, 
prayer, and thanksgiving ; giving songs ; snow, rain, and 
sunshine songs; songs, too, of greeting and farewell, of 
welcome, and birthday celebrations. 

We shall be very careful how we use motion songs, 
and we shall see to it that the motions have real sig- 
nificance, and are such that children would naturally use. 

The songs, prayers, lesson, and all exercises used 
should form a complete circle of spiritual instruction, to 
omit any part of which would destroy the unity of the 
whole. 

The question having been asked, " Why is the kinder- 
garten taking such hold of people ? " the answer came, 
"Because there is so much of God in it." Surely, then, 
the Sunday school may very properly adopt its principles. 



CHAPTER XIX 

THE CHILD IN THE KINDERGARTEN (CONTINUED) 

BY MRS. H. E. FOSTER 

HOW TO CONDUCT THE KINDERGARTEN— THE ROOM — THE 
MUSIC— ORDER — THE COLLECTION — FRESH AIR— MOTION 
SONGS 

First of all, do not make the grave mistake of thinking 
it can be successfully done by copying the routine of the 
secular kindergarten, or by merely following certain pre- 
scribed rules and using special paraphernalia. The un- 
fortunate result of this idea is to be seen in the number 
of Sunday-school kindergartens already in existence, 
which have nothing in common with the true kinder- 
garten idea, except the use of little chairs and tables. 
Follow good suggestions, of course, and use such materials 
and methods as have been found by careful trial of experi- 
enced workers in this line to be successful ; but this 
alone will prove of little practical use so far as lasting 
results to the children are concerned. There must be a 
clear understanding of kindergarten principles, which 
will enable the teacher to give just the spiritual training 
needed at this particular period of a child's life. Indeed, 
such understanding is absolutely essential to and must 
precede the establishment of a successful Sunday-school 
kindergarten class. 

305 



206 THE TEACHER, THE CHILD, AND THE BOOK 

Now, as to the modus operandi of such a class : Select 
from the primary department the children from three to 
six years of age and place them in a separate room. 
Give them in charge of a trained kindergartner, if prac- 
ticable, or some one who has read and studied kinder- 
garten principle and theory and has visited well-con- 
ducted kindergartens to observe methods. Have one as- 
sistant for every twelve or fifteen children, but do not 
assign certain children to any one assistant. The leader, 
whom for convenience' sake we will designate the kinder- 
gartner, the pianist, and another assistant, who acts as 
secretary, must be present long enough before the chil- 
dren are admitted to have everything in readiness for 
the hour's work. 

As the little ones enter, their attendance is recorded 
by the secretary. Then they go at once to the table 
placed within the circle, where is an attractive recepta- 
cle of some sort in which they place their offerings. 
Thus all temptation to play with the pennies is 
avoided, and much trouble and disorder averted. 
Later, there is a sweet and impressive recognition of 
the offering. 

Wraps are now removed and put in the places assigned 
them, assistance being given only to those who are really 
unable to help themselves, thus teaching them to become 
self-reliant. If impossible to have hooks or other suit- 
able provision for the wraps, the girls may keep on their 
hats, while the boys put theirs, which were removed 
upon entering the door, on the floor under the chairs, all 
coats being hung on the chair backs. While not alto- 
gether desirable, this is vastly better than sitting with 



THE CHILD IN THE KINDERGARTEN 207 

the outer clothing on during the session. That should 
not be permitted. 

Wraps having been disposed of, seats are taken in the 
circle formed by the chairs, which are already in place. 

It is much the best plan to have but one circle, but if 
this be impossible form as large a circle as practicable, 
then place one or more semicircles inside of it, thus : — 

The kindergartner and assistants sit as designated in 
the diagram. 

The openings in the circle j^ 

are for entrance and exit, ***'"' "***■% 

and there is a little space / <s*~ ~\ \ 
between all the chairs in the / / -**" *\ \ \ 
circle. •' / / \ \ \ 

A A 

As this is God's day and \ ; 

all are in God's house, we \ / 

begin at once to inculcate \ i T i /' 

reverence by permitting no v *-* „ ^ 

sort of play ofc noise before 

the session begins, as would be perfectly proper and 
desirable in a week-day kindergarten. This does not 
mean that the children are kept perfectly still, but all 
understand by example, as well as by precept, that low 
tones and quiet, gentle actions are the only ones to be 
used at this holy time and place. 

Now is given opportunity for sweet confidences be- 
tween children and teacher ; now a new picture, a fresh 
flower, a curious stone, or model of a house such as Jesus 
lived in is passed from one to another to be carefully ex- 
amined and talked about ; sometimes they gather quietly 



208 THE TEACHEK, THE CHILD, AND THE BOOK 

about the piano and help (?) the teacher learn the new 
song. 

Remember there are not great numbers of children ; 
if there are, we have not a real kindergarten class, as it 
is contrary to the kindergarten idea. 



The room should be as pleasant as possible, and pro- 
vided with small chairs of two sizes, — very tiny ones for 
the youngest, and a size larger for the older ones. The 
kindergartner and her assistants also occupy these chairs. 
The floor should be covered with carpet, linoleum, or 
matting. If this is out of the question, the chairs need 
to be rubber-tipped. There should be at least a few 
good pictures on the walls, such as " The Good Shep- 
herd," " The Sistine " or some other Madonna, and Hof- 
mann's " Boy Jesus." A few growing plants will be of 
great value, and if you possess the true kindergarten 
spirit you will easily understand why. 

A cabinet or similar place is needed in which to keep 
the materials used from week to week. A Bible, black- 
board, clock, small low table with drawer, pictures, 
various objects for illustration, including any or all of 
the kindergarten gifts for the teacherh occasional use 
only, and a musical instrument are the necessary tools for 
working. 

A sand-board, while not necessary, may sometimes 
prove helpful. 

It is not impossible to do successful work without a 
musical instrument, but it is certainly far more difficult. 



THE CHILD IN THE KINDERGARTEN 209 

It is not needed so much for the songs as for the march- 
ing, calls to order and silence, and its soothing and re- 
fining influence upon the children. Remember that it is 
through the senses that impressions are made in early 
childhood, and music, both vocal and instrumental, is a 
potent factor in the child's training. 

You will notice that I have omitted the kindergarten 
tables. This is because I believe better work will be 
done without them. Indeed, I have yet to find the class 
in which they have not proved a drawback to the best 
spiritual training of the child ; and we must not for one 
moment lose sight of the fact that that is our aim. Not 
pleasant occupation for an hour, but helping the child to 
know God, is what we are seeking. It will be found ex- 
tremely difficult to inculcate reverence and respect for 
God's house in a young child, if we permit him to paste 
pictures and do similar work there ; and if such work is 
not done, tables are not needed. Besides, we should 
strive to make the Sunday-school kindergarten quite dif- 
ferent from that of the week-clay. We need to use 
sanctified common sense in all departments of Sunday- 
school work, and particularly in this. 

If the session begins at ten o'clock, then exactly at that 
hour the doors are closed, the kindergartner and assist- 
ants take their places in the circle, and the pianist strikes 
a loud chord. This is followed by several bars of sacred 
music, played more and more softly till it dies away and 
all is still. This is the preparation for complete silence. 
Perfect quiet is maintained for a brief moment, then at a 
signal of a chord upon the piano all rise and join hands. 



210 THE TEACHEK, THE CHILD, AND THE BOOK 

One verse of the opening song is played softly, then as 
the key-note is given, all sing : — 

' ' Come, come, people come. 
This the bell's message to me, to you. 

Come, come, all may come, 
Father and mother and children, too. 

' ' Come, come, people come, 
See the church door is now open wide. 

Come, come, all may come, 
Plenty of room for you all inside." 

This is followed by " A Welcome to You," after which 
the children are seated in obedience to another chord. 

" Now we will talk to some one who loves us very 
much," says the kindergartner. " Will you tell me his 
name ? " " Our Heavenly Father," is the answer. 
" What do we call talking to God ? " she questions, and 
they reply, " Prayer." Then repeating after her, line by 
line, unless perfectly known, they say, suiting the action 
to the word : — 

' Little hands are folded now, 
Little eyes shut from the light, 
Little heads we gently bow, 
For we're in God's holy sight. 
Very still each little child, 
As we wait to speak to God, 
And that sacred prayer repeat, 
Taught by Jesus Christ our Lord." 

Then follows " Our Father," and at its close a few bars 
of soft music are played, that the transition from prayer 
be not too sudden. 

" Now let us sing a little prayer to God," says the 
kindergartner, and all join in the much-loved " Father, 
we thank thee for the night." 



THE CHILD IK THE KINDERGARTEN 211 

Doors are now opened and tardy ones admitted with 
reproof for each as needed. They remove wraps, de- 
posit offerings, and join the circle as quickly as possible, 
then rise to sing " Happy Greetings." Following this 
may come a raindrop, snow, or sunshine song, according 
to the day, and a simple theme of love, praise or thanks- 
giving. Resuming their seats, they listen to the delight- 
ful and longed-for morning talk, conducted usually by 
the kindergartner, sometimes by the assistants. This is 
about ten minutes long, and is skillfully guided by the 
leader into such channels as she wishes, usually leading 
up to the lesson for the day, even though it started with 
what was seen on the way to Sunday school. The talk- 
ing is done mostly by the children, but directed by the 
kindergartner. 

During the talk, she may learn that Harry's baby 
brother is ill, Jessie's papa is out of work, or Frank's 
mamma fell and hurt her knee. Then is the time to 
make the children feel God's nearness to them, by tell- 
ing him right then and there all about it, and asking him 
to take care of the loved ones in the home. 

As in the secular kindergarten, the Sunday-school 
kindergarten offers many opportunities for the individual 
work that is so telling in its results. This morning talk 
requires skill, tact, and careful preparation. Let no one 
think it a simple matter or undertake it too hastily. 

It is now time for the offering service, and the kinder- 
gartner, holding up the Bible, which is always near at 
hand, asks what it says in God's book about giving, and 



212 THE TEACHER, THE CHILD, AND THE BOOK 

receives the reply, previously explained and taught, "It 
is more blessed to give than to receive." " How should 
we give ? " questions she, and the children respond, 
"Cheerfully." "Why?" "Because God loveth a 
cheerful giver." " Now we will bring our gifts to him." 
Perhaps Eddie, who so often forgets his penny, has 
remembered to bring it to-day. If so, he may be allowed 
to come forward and bring the pretty basket or box 
from the table to the kindergartner and hold it with her. 
The children rise and sing some appropriate offering 
song, after which heads are bowed and eyes closed, and 
all unite in the following or some similar prayer : 

' ' With loving hearts, our Father, 
We bring our gifts to-day; 
Oh, take them, bless them, use them, 
And bless us, too, we pray, 
For Jesus' sake. Amen. ' ' 

By this time the air of the room will need changing, so 
windows are lowered and a delightful march follows, 
lasting about five minutes. This is led by the kinder- 
gartner or some assistant, who makes many different 
movements of hands and arms, which are copied by the 
children and give them needed physical exercise. 

Sometimes tiny flags may be given and an appropriate 
soldier song sung, with a brief talk on being "little 
Christian soldiers." 

Greatly refreshed and rested, all are now ready to sit 
quietly, while with eager expectancy they await the best 
fifteen minutes in the whole hour, — the beautiful lesson 
with its short, sweet, simple story, its quickly drawn 
picture, its many questions from the children, and the 



THE CHILD IN THE KINDEKGAETEIST 213 

one helpful truth which each child is to be shown how to 
live out daily in his own little life. 

This and the morning talk are the real test of the 
teacher's fitness for the position she occupies, and show 
whether she is conducting a real Sunday-school kinder- 
garten or not. 

No matter how delightful and varied the rest of the 
exercises, their value to the children will be small if the 
teaching of the lesson fails to touch the heart of each one 
and prompt him to right living. 

Here is no place for creeds and dogma, for Biblical facts 
and commands, but a fitting place and time and a glo- 
rious opportunity to so reveal the good God to each little 
child through the dear and loving Jesus that he will be 
prompted to 

' ' Early seek his favor, 
Early learn to do his will." 

Following the lesson comes the birthday celebration 
of the little child whose birthday has come since last 
Sunday. The kindergartner knows all about it by a 
record kept of each child's age, and reminds him of the 
approaching event, at the same time sending an urgent 
invitation to his parents to be present. When the 
happy moment arrives, how proudly he carries the pure 
white banner on which is printed " My Birthday," as he 
marches at the head of the line to the stirring music of 
the birthday march, used only at that time. 

When all have returned to the circle, the birthday 
song is sung and the birthday prayer offered. Then he 
drops his pennies into the birthday bank, and listens with 
shining face to the hearty " We wish you many happy 



214 THE TEACHER, THE CHILD, AND THE BOOK 

birthdays " from the circle. What a red-letter day for 
the little one, whose birthday is never kept in the home ! 

At the close of this service wraps are quickly brought 
by the assistants and donned by the children. The 
piano calls to order and silence, then the home work, 
which has been shown and talked about in connection 
with the lesson, is quickly distributed. 

This should be of the simplest character and prepared 
each week to fit the needs of the lesson. One week it 
may be a four-inch square of paper folded once to make 
a little " Thank You Book," in which the children put 
short, straight marks for all the things they can think of 
for which they would like to say " Thank you " to God. 

Again it may be a gilt or silver paper of the same size, 
which three short snips with blunt scissors will trans- 
form into a pretty picture frame. This will serve as a 
reminder all the week of the lovely lesson picture in the 
gilt (yellow chalk) frame on the blackboard. 

At Christmas time perhaps it will be a sewing card in 
the centre of which is a tiny picture of Mary and the 
baby Jesus. Above is a beautiful star with long rays ; 
this is to be worked in yellow stitches. 

Under no circumstances should the thought be forced, 
but the work given must naturally and inevitably recall 
the lesson and serve to deepen its impression. It should 
be brought back the following Sunday, examined before 
the session begins, and preserved in a blank book or 
manila envelope till the end of the quarter, then sent 
home with some comment to the parents. 

After the distribution of the home work, all join in 



THE CHILD IN THE KINDERGARTEN 215 

singing " Good-bye to all, God bless us as we go." Dur- 
ing the singing, the kindergartner and assistants pass 
around the circle and shake hands with the children. At 
the end of the song heads are bowed, and, in answer to 
the question, " What is our parting prayer ? " they say 
softly, " God be with us till we meet again." 

A chord on the piano is the signal for dispersion, and 
the dear little childish feet hurry to the waiting mother 
or nurse and begin the journey homeward. 

The program given may be greatly varied, keeping al- 
ways in mind the proper proportion of time for its va- 
rious parts. 

The important points to be borne in mind are these : 
There must not be too many children for individual at- 
tention and training ; they should be, with possibly a few 
exceptions, not more than six years of age ; the lesson 
material must be suited to their understanding and ex- 
periences ; careful consideration must be given to their 
physical needs ; and, above all, the leader must have an 
understanding of kindergarten principles and child na- 
ture. She must be not a copyist, but a constant and pro- 
gressive student, that she may possess unfailing re- 
sources, and she must go often to the Master Gardener 
himself to receive strength to rightly care for the little 
" child garden " entrusted to her. 

Note. — Sunday-School Lessons for Young Children (Macmillan & Co., 
$1.00), The Kindergarten Sunday School (Kindergarten Literature Com- 
pany, Chicago, $1.00), and the Cushman Lessons for Little Beginners 
(Cushman Club, Trenton, N. J., $1.00), all contain series of lessons 
which have admirable features, and are prepared especially for use in 
Sunday-school kindergartens. 



CHAPTEE XX 

BIRD'S-EYE VIEW OF THE GOSPELS 

THREE GREAT BIBLICAL THEMES : HE WILL COME— HE 
HAS COME— HE WILL COME AGAIN— CHARACTERISTICS 
OF MATTHEW — MARK — LUKE— JOHN 

The four gospels. We want to speak in this chapter 
about the general theme of the gospels in their relation 
to those parts of the Scripture that precede and follow 
them, and about the peculiar characteristics of each 
gospel. 

The Old Testament has for its point of view, towards 
which it is ever looking, the coming of the Messiah. 
From Gen. 3:15, where the seed of the woman is first 
spoken of, to Malachi, this is the ever-recurring theme. 
" HE WILL COME " is the refrain that is never for- 
gotten in all the experiences of Israel's holy men. 
Whether it was Moses in the desert who was speaking, 
or Isaiah in the holy city, or Daniel in exile, all their 
thoughts and hopes centred around that one event. All 
the rites and ceremonies had the same thought in mind. 
The sacrifices only spoke of that greater sacrifice " which 
was for to come," and the priesthood was only a type of 
him who was to be a high priest forever, after the order 
of Melchizedec. This is made perfectly clear to any one 
who will take the trouble to study the epistle to the 
Hebrews carefully. 

216 



bird's-eye view of the gospels 217 

In this matter of prophecy the Old Testament went 
into details. There we are told of what tribe the Mes- 
siah was to come, namely, the tribe of Judah. We are 
told of what family he was to spring, that of David. 
The place of his birth is pointed out as being in Bethle- 
hem of Judea. He was to come in humiliation and of 
lowly family, and was to be rejected of men. Even his 
own were not to receive him. He was to be born of a 
virgin, and was to come suddenly into his temple. These 
and many more passages refer to that " theme " of which 
we have spoken above, and show how it was perpetually 
in the mind of the most spiritual of God's people. 

If the theme of the Old Testament is " HE WILL 
COME," that of the gospels is, "HE HAS COME." 
Each of the four evangelists tells of this advent, and of 
the fulfilling of that long line of prophecy. Looked at in 
this way, the gospels become even more fascinating than 
they were when looked at merely as the story of the life 
of our Lord. We find in this narrative the completion 
of much that had preceded it. We now see that all the 
types have passed away, and that there is no more any 
need for sacrifice of any kind, since he of whom all the 
sacrifices spoke has come. We see that we no longer 
need any ' ; priest," since he of whom all the priests spoke 
has come and is our priest forever. That which is per- 
fect has come, so then that which was imperfect need no 
longer be retained. The type has served its purpose and 
has been a schoolmaster to bring men as far as Christ. 
But now that Christ has come we no more need the 
type. 



218 THE TEACHEE, THE CHILD, AND THE BOOK 

In the New Testament, however, we have not only 
the theme, " HE HAS COME," but it takes up a new 
theme, and says, "HE WILL COME AGAIN." Of 
this second coming the Old Testament indeed speaks, 
but only in minor strain. In the New Testament this 
becomes in time a major strain. We find it already in 
the gospels, where Jesus himself speaks of his coming in 
glory. In the Acts it comes out more prominently, be- 
ginning with the message of the two men in white 
raiment on the Mount of Olives, who say, " This same 
Jesus shall come again in like manner as ye have seen 
him go into heaven." In the epistles the same affirma- 
tion is made over and over again, and the " glorious ap- 
pearing " is referred to. But in the Kevelation the cul- 
mination of this doctrine of the second coming is reached. 
The great difference between the first coming and the 
second is that the former was in humiliation, while the 
second will be with great glory. So much for the gen- 
eral outline of the prophecies about Christ coming once 
and coming again. 

Coming now to the four gospels, the first thing that 
we notice is that the biography of no other person in all 
the Bible is given in such minute detail as that of Jesus. 
This is no more than we should expect, for no other 
person ever lived whose mission was of such importance. 
More space is given to this one life, which lasted only 
for thirty-three years, than to the first two thousand 
five hundred years of human history. This shows what 
the " mind of the Spirit " was in reference to the im- 
portance of this one life. Well may we, therefore, see 



bird's-eye view of the gospels 219 

to it that we are most familiar with the details of the 
life of the Nazarene. 

Before taking up the story of each of the evangelists, 
we may profitably spend a few moments in seeing how 
this story has come down to us. In illustration of this 
I will give a diagram used by Prof. Henry G. Smith, of 
Lane Theological Seminary, which will throw much 
light on the matter. 

DIAGRAM 



dh V i« /fa 1 ! 






HOLT SPIRIT I 



N 




REVISED 
VERSION 



PRINTING 



In this diagram the cross stands for the earthly life of 
Jesus. Of this the apostles were eye-witnesses. This is 
set forth by the eye. But they heard all the discourses 
of their Master. This is set forth by the ear. Further- 
more, what they saw and heard they thought over deeply. 
But if this had been all, there would have crept in many 
mistakes, for they were dull of understanding, as we see 
from the way in which Jesus himself often rebuked them 
for their " hardness of heart." They needed guidance in 
their thoughts, and this was given to them through the 
influence of the Holy Spirit. He showed them what 
they should write and made them understand, as they 
otherwise never could have done, the true meaning of 
what they saw and heard. When, under his guidance, 



220 THE TEACHER, THE CHILD, AND THE BOOK 

they gained correct ideas as to the truth, they began to 
write. This is represented in the diagram by the manu^ 
script. For many years this was the chief way in which 
the story of Christ's life was passed on from generation 
to generation. But in time the printing press appeared 
and then the multiplication of the Word began. The 
version of the Bible that for many years was used was 
that called King James' Version, but in the second half 
of this century there appeared what we know as the Re- 
vised Version. Both of these are marked on the diagram 
above given. In this way we can easily understand how 
the gospels that are in our hands came into being. 

No one of the four evangelists gives us all that is told 
of the life of our Master. One gives one set of particu- 
lars, another another. One dwells more on the dis- 
courses of Christ, another more on his miracles. Many 
teachers do not realize this, and so fail to make use of 
the gospels as they should. To show how incomplete 
any one gospel is by itself, we quote from a Chronology 
of Christ's Life, by Rev. A. P. Stout. He says : " To 
make the gospel of Matthew historically complete, we 
must add 1,463 verses (from the other gospels). This is 
more than 392 verses more than his entire gospel." " To 
make the gospel of Mark historically complete, we must 
add to it 1,845 verses." "To make the gospel of Luke 
historically complete, we must add to it 1,270 more 
verses." " To make the gospel of John historically com- 
plete, we must add to it 1,110 more verses." This will 
show us how incomplete any gospel is by itself, and will 
prove the necessity of studying them together, if we 



bikd's-eye view of the gospels 221 

would have the full record of the deeds and words of 
our divine Lord. 

Now, taking up the gospels in their order, we come 
first to Matthew. He was a Jew, and one of the 
apostles. Before his conversion he was a taxgatherer, 
and was called Levi. He lived at Capernaum. Matthew 
wrote primarily for Jews, and he therefore set forth the 
life of his Master, so as to attract Jews to accept him as 
their Messiah. So he begins as no other of the evangel- 
ists does, with a genealogy of Jesus, whom he traces 
back to Abraham, through the line of David. This was 
in order to show the Jews that this Jesus was of the true 
lineage of their great King, and a son of Abraham ac- 
cording to the flesh. In his gospel he takes especial 
pains to show the fulfilment of the Old Testament 
prophecies in the person of Jesus Christ, and he quotes 
from the Old Testament no less than sixty-five times. 
JSTo other evangelist does this so frequently. 

Another peculiarity of Matthew is that he gives us 
more of the exact words spoken by Christ than does any 
of the other evangelists. The total number of words in 
this gospel is 24,000, and of these 13,742 are those spoken 
by the Master. Mark has 15,200 words, and of these 
5,070 are those of Christ. Luke has a total of 25,600 
words, and of these Christ spoke 11,579. John has 19,- 
200 words in all, and of these 8,030 are those spoken by 
Christ. 

Matthew speaks much of "the kingdom of heaven," 
mentioning it sixteen times. None of the other evangel- 



222 THE TEACHER, THE CHILD, AND THE BOOK 

ists uses this form of expression, and to Matthew it is 
that we owe the fullest setting forth of the laws of the 
kingdom, as given in the Sermon on the Mount, which 
he alone gives with any degree of fulness. He also loves 
to dwell on the parables of Jesus, and gives us many of 
them. In this gospel we find, too, the story of a larger 
number of miracles than are recorded in any of the other 
three. Thus we see that it would be a great loss to be 
obliged to do without the gospel of Matthew. 

Mark was not an apostle. He was a nephew or cousin 
of Barnabas, and we find him, in the Acts of the Apostles, 
with Barnabas and Paul. We learn from tradition that 
he was intimately associated with Peter, and it is very 
possible that he learned much of what he wrote down 
from that apostle. He probably wrote for Romans. 
This would account for his omission of any genealogy of 
Christ, for the Romans cared but little for that, com- 
pared with the Jews. The characteristic of Mark's 
gospel is its active, nervous way of setting forth the 
Master's life of activity. His gospel abounds in graphic 
touches, and he seems always in a hurry. He uses the 
word " immediately " no fewer than forty-one times in 
his narrative, and yet it is the shortest of all of the gos- 
pels. The general outline of his gospel has been well 
given, as follows : — 

" The preparation " (1 : 1-13). The works of Christ 
in Eastern Galilee (1 : 14 ; 7 : 23). The works of Christ 
in Northern Galilee (7 : 24 ; 9 : 50). The works of Christ 
in Perea (10 : 1-31). The last journey to Jerusalem, and 
the passion (10 : 32 to the end). 



bird's-eye view of the gospels 223 

Luke was a Gentile. In this respect he stands alone 
among all the writers in the Old or New Testament, for 
he is the only Gentile who wrote any book of the whole 
Bible. You may never have thought of it before, but 
with the exception of the gospel of Luke, and the Acts 
of the Apostles, every word of Sacred Writ was penned 
by a Jew. This shows what a debt of gratitude the 
world owes to this nation, for this, if for no other 
reason. 

Luke was a doctor, and in later years he was the faith- 
ful companion of the Apostle Paul in some of his 
journeys. Paul called him "the beloved physician." 
His gospel is the longest of the four. He does not claim 
to have been an eye-witness of the life of the Master, 
but says plainly that he gathered the facts together care- 
fully from those who had been eye-witnesses of the 
events which he narrates. 

Luke seems to have written primarily for Gentiles. 
In his genealogy of Christ, he goes back not to Abra- 
ham, but to Adam, as the first man, and thus sets forth 
Jesus as the Son of man, as well as the Son of Abraham. 
Luke alone tells of the annunciation of the birth of John 
the Baptist, and to Luke it is that we owe the story of 
the visit of the boy Jesus to Jerusalem at twelve years of 
age. To him also we owe the three parables of the lost 
sheep, the lost piece of silver, and the prodigal son, none 
of which we could very well spare. He gives us more of 
the miracles of healing than any of the other evangelists, 
perhaps just because, as a doctor, he was more impressed 
by the marvelous healing power of Jesus. On the whole, 



224 THE TEACHER, THE CHILD, AND THE BOOK 

this is the completest of all the four gospels, and the one 
most chronologically arranged. 

If it had not been for what Luke gives us in the Acts 
of the Apostles we should have been left in the dark as 
to how the church of Christ was founded among the 
Jews at Pentecost, and later among the Gentiles at 
Cesarea. What a loss this would have been no one can 
tell, for in that case much that we read in the Epistles 
would have been hard to understand. I have wondered 
why none of the apostles has given us the story of the 
church after Pentecost. But the Holy Spirit took care 
that we should not be left without an account of all that 
we find in the Acts, and put it into Luke's mind to pre- 
pare that account. 

Now we come to the last of the evangelists, John. 
The author of the fourth gospel was a Galilean fisher- 
man, whose brother James also became an apostle. Their 
father was called Zebedee. They were also called " Bo- 
anerges," or "Sons of Thunder." This may have been 
because of their impetuous temper, which one day showed 
itself when John was angry with the inhabitants of a 
Samaritan village because they treated the Master rudely, 
and wished to " call down fire from heaven and devour 
them." John has also been called " the apostle of love," 
because he speaks so much of love in his epistles. 

To John we owe not only the gospel bearing his name, 
but the three epistles called by his name, and the Bevela- 
tion. He was the only one of the apostles who did not 



bird's-eye view of the gospels 225 

meet with a violent death, and he outlived them all. 
He seems to have had a nature such as made him appre- 
hend the spiritual sides of truth, and love to set them 
forth. The fact, too, that he wrote after he was well 
along in life seems to have had something to do with his 
continual setting forth of the more loving side of truth. 
It may be worth the while to mention in this connection 
that it is John who gives us the three definitions of God 
which we find in the New Testament. " God is a spirit," 
" God is light," " God is love." All these come from the 
gospel or the Epistles, and for them we are most grate- 
ful, for they are brief, clear, and most precious. 

The gospel of John has some especial characteristics 
which we should note. In the first place, its backward 
sweep is greater than that of any book in the Bible. 
Genesis begins with "In the beginning God created." 
But John goes back even of creation and says, " In the 
beginning was the Word." This antedates creation and 
reaches as far back as eternity. In this "beginning" 
John says Jesus (the Word) existed, and in this way he 
asserts, as does no other evangelist, the divine nature of 
Jesus Christ. This is of very great importance, espe- 
cially when taken in connection with other passages of 
the New Testament which speak of the divine side of 
Christ's character. 

To John's mind the discourses of Christ seem to have 
been of the very highest importance, and among these 
especially his dialogues. He alone gives us that im- 
mortal dialogue of Jesus and Nicodemus, in which oc- 



226 THE TEACHER, THE CHILD, AND THE BOOK 

curs what has been called " the gospel in miniature," 
namely, John 3 : 16. There is also that marvelous talk 
that he had with the woman at the well of Samaria, 
which we could ill afford to lose. Besides this, we have 
the story of the man born blind, which is given in such 
detail and from which we learn so much. And what 
shall we say of the chapters 14 to 17 inclusive ? They 
are inimitable, and no other evangelist gives them, even 
in condensed form. To have lost them would have been 
a disaster greater than if we had lost everything that 
Shakespeare ever wrote. 

John gives few parables and few miracles. Besides 
that of the resurrection of Jesus, he gives us only eight 
in all. But we can well spare fulness in this line, as the 
others give us so many more, and we are glad that John 
confined himself so much to the spiritual side of the 
story of the blessed Master's life. For thus we get new 
views of that man who " spake as never man spake," 
which we could get in no other way. 

Now in closing this chapter on the four gospels we 
would recommend to all our teacher friends to get for 
themselves a "Fourfold Gospel." By this we mean the 
story of the life of Christ so arranged as to contain in 
regular chronological order the whole narrative as given 
by all four of the sacred writers. There are many such 
on the market. They save the teacher much time and 
trouble, for in them he will find every word written by 
the four historians, with proper references, and he need 
not hunt them up, turning from one evangelist to the 



bird's-eye view of the gospels 227 

other. I have long used these helps and find them 
simply indispensable. The one I would most earnestly 
recommend is called The Interwoven Gospel, 245 pp., 
price, $1.00, and may be had from W. A. Wilde & Co., 
publishers of this volume. 



CHAPTER XXI 

BIRD'S-EYE VIEW OF THE ACTS 

SIX GREAT PERIODS: PENTECOST — PERSECUTION — CONVER- 
SION OF SAUL — GENTILES ADMITTED — MISSIONARY WORK 
BEGUN — GOSPEL CARRIED TO EUROPE 

In this chapter we take up the Acts of the Apostles. I 
fear that many teachers have but a vague idea of the 
contents of this most important book, and could not give 
an intelligent outline of the story that it contains. But 
it is very important for us and for our scholars that we 
should be able to do this. I shall, therefore, try and give 
the teachers such an outline as they may be able to use 
in their work for the future. Of course it will be only 
an " outline," which each one will have to fill up for 
himself. But I hope that it may be found helpful. 

Before going to our task, however, let us for a moment 
look at the work which the apostles had set before them. 
It was nothing less than the conquest of the world for 
their Master. There lay the Jewish world, full of narrow- 
ness and bigotry, having forsaken the God of its fathers, 
and having given itself over to mere legalism. There 
lay the Eoman world, full of idolatry and sin, with all 
the power of the State on the side of its hoary system of 
worship. To match this the apostles, who ivere poor 
and ignorant men, had nothing. They had neither posi- 

228 



bird's-eye view of the acts 229 

tion, nor power, nor wealth, nor learning. They were 
nothing but peasants, whom all the great ones of the 
world despised. How could they accomplish the gigantic 
task of overturning the idolatrous systems of the world ? 
It was, humanly speaking, a sheer impossibility. Yet in 
this book we read of how they began, and of how much 
they accomplished in about twenty-eight years. It is a 
truly marvelous story. 

See, first, the church without its Lord. After the resur- 
rection, Jesus was with his people for forty days. Then 
came the ascension. This left that small body of be- 
lievers without its leader. One would have supposed 
that this would plunge them into the deepest gloom. 
But it did not, for we are told that the apostles returned 
to Jerusalem from the Mount of Olives with joy. The 
reason for this was that he had explained to them the 
meaning of his death and resurrection, and of his ascen- 
sion. They saw that all these things were a part of the 
great plan of God, and so they were perfectly satisfied. 

Now for the next ten days we see the church waiting. 
They were in Jerusalem, and continued in prayer, wait- 
ing for that power of which Jesus had spoken to them. 
During this time they did nothing but elect an apostle 
to take the place of Judas, and in this I think that they 
made a mistake, for Jesus never told them to take any 
such action, but to "ivait." We never hear of Matthias 
again, and when the Master's own time came, he put in 
Paul as the twelfth apostle, and paid no attention to the 
one whom the disciples had elected. 



230 THE TEACHER, THE CHILD, AND THE BOOK 
FIRST GREAT EVENT. 

This is found in the outpouring of the Holy Ghost at the 
day of Pentecost. Then was fulfilled the promise of 
Jesus that they should be filled with power. This was 
just what they needed, to do what he had told them they 
were to do, namely, preach the gospel to all nations. 
This power which came to them was so great that 
Peter gained many more disciples for his Master in one 
day than Jesus himself had gained in three years. It 
was simply overwhelming, and swept men into the king- 
dom by hundreds and thousands. Then was fulfilled 
what Jesus once said, " Greater works than these shall 
ye do." Then, too, was partly fulfilled what the Master 
said to Peter about having the " keys " and opening the 
doors of the kingdom of: heaven. 

This power showed itself in many ways. They had 
power in deed as well as in word. Peter and John could 
work miracles, and did so. So did the other apostles, as 
we see by chapter 5 : 12, 15, 16. Of course these things 
made them very popular, and gained them many atten- 
tive listeners. They were only too glad to see and hear 
such men, and God gave the apostles great favor in the 
sight of the multitude. 

Then, too, they had great power to purify the church. 
This was shown in the cases of Ananias and Sapphira, so 
that " great fear " fell upon all, and many who otherwise 
would have joined the church from base motives were 
restrained. In this way the early church was kept pure, 
as indeed it had great need to be. 



bird's-eye view of the acts 231 

But soon as we might have expected, persecution be- 
gan. The cause of this was found in the popularity of 
these men, and the power that they had over the multi- 
tude. At first the ecclesiastical party thought the thing 
would soon die out. But when they found that it grew 
from day to day, they raised their hands to strike. They 
arrested Peter and John, and imprisoned them. They 
then threatened them, and let them go. But instead of 
being intimidated (as the rulers hoped they would be), 
the apostles merely prayed for more boldness and power, 
and they had their prayer answered literally. As a 
result, the work grew apace. This so multiplied the 
work of the apostles that they could not catch up with 
it, and so they took steps accordingly. 

They organized the work of the church (chap. 6 : 1-8). 
This was right, and gave them more power, and helped 
them to use to better advantage the power that they al- 
ready possessed. This is the first step in organization 
that the church ever took, and it was much blessed of 
God. Other steps came in due time, as they were 
needed, in all of which these men were guided by the 
same Holy Ghost who had given them the wisdom to 
begin this great work. 

All this happened in the city of Jerusalem. As yet 
the disciples had not taken up any work outside of that 
city. There were good reasons for this, especially the one 
that was to be found in the command of Jesus to " begin 
at Jerusalem." But there was danger that they would 
stay there too long, and perhaps get spiritually lazy or 
proud. So God took means to send them out of their 



232 THE TEACHER, THE CHILD, AND THE BOOK 

nest into the wide world. This he did by a persecution 
which drove them forth. This led to the 

SECOND GEEAT EVENT, 

which consisted in the spreading of the gospel far and 
wide (Acts 8 : 4). The disciples went proclaiming the 
Word, and wherever they did this, the power of the 
Holy Spirit was with them. This process of the spread- 
ing of the truth is still going on, and if in your school 
you are doing any really missionary work, you are fol- 
lowing the example of the early believers. It will go on 
till all the world has come to a knowledge of the truth, 
or has finally rejected the message of God's peace. 

All this time Saul was raging against the company of 
believers, and persecuting them even unto strange cities. 
He was bound to put an end to the new and hated reli- 
gion. But God put a stop to his plans, and this brings 
us to the 

THIRD GREAT EVENT, 

namely, the conversion of Saul of Tarsus. The story of 
this is known to all, and we need not dwell upon it here, 
save to say that when he was converted he became as 
great a defender of Christianity as he had been its 
opponent. When he ceased his persecution "then had 
the churches rest, throughout all Judea, and Galilee, and 
Samaria, and were edified (upbuilt) and were multiplied." 
This conversion of Saul the persecutor, who was made 
over into Paul the preacher, is one of the most important 
of all the miracles of the Bible. Its influence is felt to 



bird's-eye view of the acts 233 

this day, and will be to the end of time. Moses, in the 
Old Testament, and Paul in the New, are the two great- 
est men of all Bible times. 

So far the disciples had preached the Word to Jews 
only, and if any Gentiles had received it, they had been 
obliged to join the church by going through certain rites 
and ceremonies peculiar to Judaism. It had not yet oc- 
curred to the apostles that Gentiles could become fol- 
lowers of Jesus without such ceremonialism. They had 
not realized what old Simeon had said when Jesus was 
presented by his mother in the temple, that Jesus was 
"a light to lighten the Gentiles " (Luke 2 : 32). But it 
was never God's purpose that Judaism should be uni- 
versal. He had better things in store for his creatures. 
Judaism was now about to be surpassed by the wider re- 
ligion of Christianity. The time had come when the 
"middle wall of partition" was to be broken down. 
This brings us to the 

FOURTH GREAT EVENT. 

To Peter was given the great privilege of breaking 
down this wall. But before he could be sure that he 
was right in taking this step, God had to work a double 
miracle. Double miracles are very rare in the Bible. 
In this case, however, we have two miracles, one to 
Peter in Joppa, and at the same time another to Cor- 
nelius in Cesarea, both bearing on the same theme. 
Read them carefully as given in Acts 10. Peter obeyed 
the divine behest, and going to Cesarea, he did w r hat, un- 
der ordinary circumstances, he never would have done, 



234 THE TEACHER, THE CHILD, AND THE BOOK 

he went into the house of a Gentile, and to the company 
there assembled preached the Word, and then actually 
baptized them on the spot. Such a thing had never been 
done, and it marked a great advance in the understand- 
ing of the truth as it is in Jesus Christ. Now the door 
was open to ALL who believe, and not only to such as 
were willing first to become Jews. Here was further 
fulfilled the commission of Jesus to Peter, when he gave 
to him the " power of the keys." He had first opened 
the door of the church to Jews on the day of Pentecost, 
and now to the Gentiles also. Henceforth Christianity 
was to be not a national religion, but a world-wide re- 
ligion, for all nations, and tongues, and peoples. 

The church in Judea was so surprised at the action that 
Peter had taken in Cesarea that they asked him to ex- 
plain his conduct. This he did, and when he declared 
that God had sent his Holy Spirit on these Gentile be- 
lievers just as he had on the Jewish believers on the day 
of Pentecost, they were satisfied, and praised God for 
his marvelous grace. This showed how willing the early 
church was to be led by the Holy Spirit, and not by any 
human traditions. 

Meanwhile the spread of the gospel continued. In the 
city of Antioch there was a great revival, and many be- 
lieved. In connection with this revival we first find 
Paul coming to the front. For a whole year he was ac- 
tive in preaching and edifying the believers. In this 
way there was built up in that city a very powerful 
church, which made itself felt most markedly in the fu- 



bird's-eye view of the acts 235 

ture story of the gospel. Of this we shall see proofs 
presently. 

But though the church had had rest now for some little 
time, it was not to last long. For the enemy was not 
dead, but only waiting for the best time to strike. This 
was done by Herod, who arrested James and put him to 
death. He also arrested Peter and imprisoned him, and 
would doubtless have beheaded him also, had not God 
given him an especial deliverance. So in his mysterious 
providence God allowed one to seal his testimony with 
his blood, another to continue for awhile longer in the 
active work of the ministry. 

But whatever happened, whether it was James who 
was beheaded, or Peter who was delivered, " the Word 
of God grew and multiplied " (Acts 12 : 24). In the 
long run, no weapon that was forged against that could 
prosper. And so we come to the 

FIFTH GREAT EVENT. 

This took place in the church in Antioch. As we 
have seen, that church was most powerful, and it came 
to them, suggested by the Holy Ghost, that they ought 
to be a missionary church. So they organized the first 
missionary work that had ever been done by the church 
as a body. Now mark what direction the Holy Ghost 
gave in this matter. They had in Antioch two grand 
good men, the best workers among them, Paul and Bar- 
nabas. We might have supposed that the Spirit would 
have said, " These are your two best preachers, and you 



236 THE TEACHER, THE CHILD, AND THE BOOK 

had better keep them at home. Send out some second- 
class men, for they will be good enough for mission- 
aries." But the Spirit worked in no such way as this. 
He said, " Send these very two men, for I have called 
them to this work " (Acts 13 : 2). This shows what the 
Spirit of God thought about missionary work. The best 
were none too good to send forth. If the church of God 
had always acted on this principle since then, it would 
have been better for her and for the world. We have 
acted too much on the contrary principle, that we should 
keep the best at home and send the second-best abroad. I 
do not at all mean to say that all foreign or city mission- 
aries have been " second-best " men. But I do mean to 
say that many seem to think that a second-rate man will 
do for the mission, while only a first-rate man can sat- 
isfy the home church. This is all wrong. 

These two missionaries had strange experiences. We 
have not time to go with them in their tour. Suffice it 
to say that at Lystra they came near being worshiped 
by the heathen at one time, and soon after that they 
were nearly killed by the same throng. But neither did 
the one experience elate them nor the other depress 
them. They simply went on and preached Jesus as the 
Saviour of mankind, Jew and Gentile. So they went 
from city to city, and did what they could, and God was 
with them. The following is the list given of the places 
that they visited : Seleucia, Cyprus, Salamis, Paphos, 
Perga, Antioch in Pisidia, Iconium, Lystra, Derbe, and 
back to their starting-place, where they gave in their 
report to the church which had sent them out. 



bied's-eye view of the acts 237 

Now arose once more, and for the last time, so far as 
the Acts tell us, the trouble about the permitting of 
Gentiles to unite with the church without becoming Jews 
first. This led to the calling of the council of which you 
will find the account in Acts 15. The whole matter was 
discussed in detail, for it was a most important question, 
and it was imperative that it should be settled right. 
This they did, and laid it down as a principle that Gen- 
tiles should not be required to keep the Mosaic law, but 
should be accepted on the basis of faith in the Lord 
Jesus as their Saviour. 

This grave question being settled, Paul started on his 
second missionary tour. He wanted to visit those who 
had accepted the truth from his lips on their first tour, 
and further build them up in the faith. This he did. 
But so far, in Asia Minor only. Up to this time, the 
gospel had not been preached in Europe. This brings 
us to the 

SIXTH GEEAT EVENT, 

which is the passing over of the gospel into Europe. 
This was in answer to a vision that Paul had in Troas, 
in which he saw a man from Macedonia calling for him 
to come over and help them. There were only four men 
in this " army of invasion," if we may call it by that 
name, Paul, Silas, Timothy, and Luke. But it was the 
most important army that ever crossed from one conti- 
nent to another. They had neither sword nor spear, 
but they had that which was much more powerful, the 
Spirit of God with them. Vast armies had crossed at 



238 THE TEACHETC, THE CHILD, AND THE BOOK 

this point in days gone by. Xerxes had crossed with a 
million of men, and later Alexander of Macedon had 
crossed and had overrun Asia. But neither of these 
brought any real blessing with him. In later years the 
Mohammedans have crossed, but they, too, have wrought 
more harm than good. But when this little army crossed, 
there came to Europe (and so to America, too,) a greater 
blessing than could have come in any other way. Yet, 
strange to say, in a few days half of this army was in 
prison, in Philippi. Yet, nothing daunted, as soon as 
they got out they were at it again. It is a marked fact 
that the first one in Europe who accepted the new re- 
ligion was a woman, thus foreshadowing the great good 
that Christianity was to accomplish for womankind. It 
is a fact that nowhere in all the world has woman had 
her rights, excepting where the religion of Jesus Christ 
has prevailed. Men may prate about the religions of 
India, but the result of what they have there has been 
" a deified cow and a degraded woman." Mohammedan- 
ism always degrades woman, and the same sad fact is 
true of all false religions. 

In this tour, Paul went through many of the cities of 
Greece, and proclaimed the gospel. Some mocked, some 
persecuted, some believed. But, in spite of all, he laid 
the foundations of the church at Philippi, at Corinth, at 
Thessalonica. He did his duty, and this was all that 
God required of him. 

On his return journey he had that wonderful experi- 
ence at Ephesus, where they had the great religious bon- 
fire, in which they burned their books of incantations to 



bikd's-eye view of the acts 239 

prove that they abandoned such evil practices. Here, 
too, they had the great riot in favor of the idol Diana of 
Ephesus. All this only certified to the growing power of 
that gospel which these men preached. 

In Jerusalem, to which Paul returned after a third mis- 
sionary tour, he was arrested by his enemies, and sent 
down to Cesarea, where he was detained for over two 
years. Then, in compliance with his own request, he 
was sent to Eome to be judged by Cassar. We have a 
graphic account of the storm of the apostle and his com- 
panions, and of their safe arrival in the Eternal City. 
Here he was kept in guard for two years and more, but 
whether in prison or out, he always and everywhere 
preached, so that many were converted by his labors. 
The only way in which Paul could be silenced was to 
kill him. The Acts do not tell us of his death, but as a 
matter of fact he was at last beheaded in Kome, and so 
sealed his testimony with his blood. 



CHAPTER XXII 

LIFE OF OUR LORD 

THIRTY YEARS OF SILENCE — HIS HOME— PARENTS- 
GROWTH— INFLUENCES THAT SURROUNDED HIM— NATURE 
— MEN — BIBLE— PRAYER 

Christ lived only a little more than thirty-three years, 
and of these years we have a detailed account of only 
three and a half. Besides this we have recorded a few 
events of his childhood which, put together, as far as the 
narrative goes, would hardly cover six months of his life. 
All the rest of the thirty years is an absolute blank, with 
the single exception of his visit to Jerusalem at twelve 
years of age. 

In our study of his life in Nazareth we turn to the 
Word, and from that draw our inferences as to the 
manner of life he led. These inferences are perfectly 
legitimate, so long as we stand close to the written word. 
ISTow, these inferences are of various kinds, and for the 
sake of clearness we divide them up into headings : 

First : His home. This was in Galilee — Galilee of the 
Gentiles, as the ecclesiastics called it, therefore despised 
Galilee. In Galilee there had been a mixed population 
from the days of the captivity — Jew and Gentile, Roman 
and Greek. Therefore the pure Jew looked down upon 
the Galileans as rather "off color." In Galilee there 

240 



LIFE OF OUR LOED 241 

was one place that was peculiarly rough, and that was 
Nazareth. Even Nathanael exclaimed, " Can any good 
thing come out of Nazareth ? " John 1 : 46. It was there, 
you remember, that they tried to murder the Master. 
Here, then, these thirty years of silence were spent. 

Second: His parents. They were very poor. How 
poor they were is apparent from the fact that Mary, 
when she brought this Child to the temple to present 
him, had nothing to give but a pair of turtle doves, or 
two young pigeons, which was the poorest offering 
allowed to anybody. Now, Mary knew that that was an 
extraordinary Child, because the angel had told her of 
it. Mary hoped in her heart, undoubtedly, that this was 
the long-looked-for Messiah, and with the Jewish mother's 
natural pride she would have made the best offering she 
could. Her offering, therefore, shows that she was very 
poor. This, by the by, also shows that the visit of the 
Wise Men who brought gifts — gold, frankincense, myrrh 
— must have come after the presentation in the temple; 
for it is inconceivable that Mary should have had gold, 
and then have kept it and given a lesser offering. His 
parents, however, were thoroughly godly. Mary was 
saturated with the best of the spirit of the prophets ; so 
that when Mary spoke she spoke with prophetic fire. No 
woman not thoroughly acquainted with the prophets 
could ever have spoken as this maiden did when she sang 
the " Magnificat." Kead Luke 1 : 46-54 and you will 
realize that her words were like those of the seer Isaiah, 
or the sweet singer of Israel, David, so saturated was she 
with the spirit of the Old Testament. In this godly 



242 THE TEACHER, THE CHILD, AND THE BOOK 

home, therefore, the boy Jesus grew up and naturally 
imbibed the spirit of the home day by day. There is 
nothing affects a child in this world as much as the spirit 
of his home. All outside influences are secondary to this. 
And the spirit of such a home is perfectly manifest in all 
the after life of Jesus. 

Third : He himself. Luke says, in the second chapter 
and 40th verse : " And the Child grew, and waxed strong 
in spirit, filled with wisdom : and the grace of God was 
upon him." This was before his visit to the temple at 
twelve years of age. Afterwards, Luke adds again, verse 
52 : " And Jesus increased in wisdom and stature," — or 
age as the margin has it, — " and in favor with God and 
man." That description pertains to the Boy himself. 

Mark in this description : 

(a) He " grew." This growth was a natural growth, 
but with this peculiarity : it was a sinless growth. The 
growth of every child is unnatural. God never intended 
that children should be born with sinful natures. We are 
to-day all abnormal, not normal. Christ was normal, 
not abnormal. It is hard for us to realize how the 
growth of a child to-day is dwarfed and marred by its 
sinful nature. One child is selfish, and this gives a bias 
to all his growth. Another child is by nature false, and 
it seems as though he were a born liar. Another child 
is wilful, and the result is the ruin of the child's life. 
Another child is lazy, and here the result is that all 
efforts of parents and teachers are thwarted. Sin thwarts 
our development. Christ had no sin. 



LIFE OF OUR LORD 243 

(b) He " waxed strong in spirit." That refers to his 
moral development. And this can hardly be over- 
emphasized. Morally he grew, just as a perfect plant 
grows when under perfect conditions. 

(c) He was " filled with wisdom." Now, the wise man 
says, " The fear of the Lord is the beginning of wisdom." 
There is a marked distinction between wisdom and 
knowledge. Solomon knew much, but was a fool 
morally. Knowledge is the accumulation of facts, 
wisdom is the right use of these facts. This being so, a 
very ignorant man may be a very wise man, and a very 
well educated man may be a fool. It reminds one of the 
story Mr. Spurgeon tells of the rich man who sent his 
boy to college, poured money over him, and the boy 
came out a bigger fool than he went in. This led the 
father to say, "I can say of my boy as Aaron said, 
' Behold, I cast my gold into the furnace, and there came 
out this calf.' " 

Jesus was filled with wisdom, and that meant the 
right use of whatever knowledge he had. 

(d) " The grace of God was upon him." That is to say, 
there was divine help in his growth. The divine and the 
human cooperated here perfectly, as it is God's purpose 
that they always should. And the result was an abso- 
lutely normal development of body and mind and heart 
from day to day. 

Fourth : His schooling. This was of the most meagre 
description. All that we can say is that he learned how 



244 THE TEACHER, THE CHILD, AND THE BOOK 

to read ; but, we can add, he could read well, and that is 
more than some of us can do. There are some ministers 
in the pulpit who read shockingly, and you don't know 
which they read worse, the Bible or the hymns. To 
read, and to read well, are two different things. But 
that Christ could read well is apparent from the fact that 
they asked him to read so often in the synagogue. " He 
stood up as his custom was for to read." Now, they 
would not have asked a man to read if he read badly. 

He could sing. It had always been a kind of a comfort 
to me that he could sing. "When they had sung a 
hymn . . ." 

But his great instructors were not those who ministered 
to him in the little school in Nazareth : they were of a 
different type. Note, then, his great instructors : 

First: Nature taught him. God has two books in this 
world : one the book of Nature, and the other the book 
of Kevelation. As a boy Jesus had been looking at the 
works of God's hands, and they had been talking to 
him, and telling him, not of themselves only, but of the 
underlying spiritual truths of which they were the ex- 
ponents. Many a boy picked the lilies of the field and 
was rather pleased with their beauty ; but to no boy in 
Nazareth did these lilies speak as they did to Jesus. To 
him they spoke of God's care. "Consider the lilies how 
they grow : they toil not, they spin not ; and yet I say 
unto you, that Solomon in all his glory was not arrayed 
like one of these." Luke 12 : 27. The lilies were com- 
mentaries on God's providential, loving care. In the 
market-place this boy had seen mustard seed; very 



LIFE OF OUE LOED 245 

possibly had got some and had planted it. He had 
noted how small the seed was, and how large the herb 
was that grew from it. Another boy would simply have 
wondered and stopped, but to this boy this contrast be- 
tween seed and herb spoke of the kingdom of God. 
" The kingdom of God," he says, " is like unto a grain of 
mustard seed, which is the least of all seeds ; but when 
it is grown it is the greatest among herbs." Matt. 13 : 
31, 32. 

So the seed and tares ; so clouds and sunshine ; so 
evening red and morning red ; so the fig-tree ; so all 
nature taught him. 

Second : Men taught him. Eemember, Nazareth, 
though in the hill country, was on the highway between 
Damascus and Jerusalem. Caravans were passing there 
all the time. Merchantmen, travelers, military pro- 
cessions, all manner of activities were apparent in that 
little Galilean town. Now, Jesus learned from men, and 
men's actions, as well as nature's processes, spoke to him 
incessantly of the kingdom. He had seen a sower going 
forth to sow many a time on the hillsides, and down 
below on the plain of Esdraelon. He thought about it. 
He saw the analogy. He said : " Behold, a sower w r ent 
forth to sow ; " and then came his immortal parable of the 
kingdom of God as set forth by the actions of a man. As 
a boy, doubtless Christ had noted the waiting of virgins 
for the coming of the bridegroom. There had been 
marriages in Nazareth, and with marriage customs he 
was well acquainted. No other boy there dreamed of 
making an earthly marriage set forth a heavenly mar- 



246 THE TEACHER, THE CHILD, AND THE BOOK 

riage. But he did. " Then shall the kingdom of heaven 
be likened unto ten virgins," he says. I doubt not those 
ten virgins were Nazareth girls whom he personally 
knew, of whom on a given occasion five were too late, 
and failed to get into the ceremony. But he caught 
that, and with it he threw light upon the kingdom of 
God. Many a time Christ had seen his mother take 
a little bit of leaven and hide it in three measures 
of meal, and put a cloth over it, and put it down by 
the fireplace. In the morning when the boy got up 
actuated by curiosity, he lifted that cloth to see what 
had happened. "The whole was leavened." Ordinary 
boys would have gone their way. Not so this boy. He 
learned his lesson. And one day he said : " The king- 
dom of God is like unto a leaven which a woman took " 
— that is, his mother, — "and hid in three measures of 
meal, until the whole is leavened." 

I could go through a long list of these things where 
Christ took human relationships, man's actions, and by 
means of those illustrated the deepest things of the 
kingdom of God. 

Third : The Bible taught him. Now did he ever own 
a Bible? I do not know. Bibles were expensive, for 
they were in manuscript. I doubt whether Christ ever 
had enough money to buy a Bible. But when a boy is 
in earnest, he can do a great many things. My father 
in his early years was a mechanic, and worked at the lathe 
ten hours a day. He was very fond of music, but he had 
no money wherewith to buy it. He made friends, how- 
ever, with musicians and borrowed their music. Then 



LIFE OF OUR LOEB 247 

he made music paper himself, with endless patience, — for 
he had not money to buy it, and he copied the music, night 
after night, when his work was done. And the result was 
that my father acquired a considerable musical library, 
all the result of his own endless toil for it. For aught I 
know, Christ may have made friends with the rabbi in 
the synagogue, for he was a lovely boy. And he may 
have begged for pieces of parchment, and then begged 
for the manuscript to copy Isaiah. For aught I know, 
Christ may have owned as his most valued treasure the 
whole Old Testament, copied with his own hand. At all 
events, we know this : that he himself, like his mother, was 
saturated with the Word of God. It was part of the warp 
and woof of his mental furniture. This you can see in a 
minute when you realize how familiar he was with the Old 
Testament. Eemember, he could not carry his Bible with 
him. Eemember, he had no concordance. Yet whenever 
he wanted a passage from the Old Testament he could 
quote it without a moment's hesitation. I have picked 
out the books in the Old Testament from which he 
quoted, or to which he familiarly referred. I will give 
you the list now : 

Genesis, Exodus, Leviticus, Numbers, Deuteronomy, 
1st and 2d Samuel, 1st and 2d Kings, 2d Chronicles, 
Psalms, Job, Proverbs, Isaiah, Jeremiah, Ezekiel, Daniel, 
Jonah, Amos, Hosea, Micah, Zechariah and Malachi — 
twenty-three books. Remember, however, that we have 
not recorded all the words of our Lord. What we have 
is only a fraction of what he ever said ; and I doubt not 
if all that he ever said were recorded, we should 
find that he quoted from every book in the Old 



248 THE TEACHER. THE CHILD, AND THE BOOK 

Testament frequently. That shows his familiarity with 
the Word. 

Fourth: Prayer taught him. His habit of all night 
prayer I do not think was formed after he was thirty 
years of age, but before it. Many a time on the Galilean 
hills when the skies were resplendent, he stayed out all 
night in communion with God. I have sometimes 
thought that the narrowness of his home drove him out 
where he could be alone. He had no fitting opportunity 
for solitude in that poor carpenter's home, and so he 
sought it on the hills around his village. I remember 
the story of a tenement woman whose husband was god- 
less, and whose home was crowded, who said to one of 
our missionaries, that when she wanted to meditate and 
pray she leaned out of the window, for then they thought 
she was looking at what was going on in the street, and 
they let her alone. So I think Christ went out of the 
narrow house so as to be undisturbed. low, these 
nights of prayer were not nights of petition only. He 
was praising ; he was communing ; he was talking as 
well as asking. Prayer isn't beggary. It is right to 
beg ; but that is a poor prayer that is all begging. Prayer 
is a wonderful teacher. You can learn more in five 
minutes on your knees than you can in five hours stand- 
ing upright. God reveals to the man who kneels. The 
other world comes nearer to us, somehow or other, when 
we are prostrate, than when we are erect. 

Fifth: Visits to Jerusalem taught him. At twelve 
years of age he went up for the first time, but the next 



LIFE OF OUR LORD 249 

eighteen years he went up at least once every year. In 
those visits he learned much of the hypocrisy and worldli- 
ness of the ecclesiastics. When Jesus said, " Woe unto 
you, scribes and Pharisees, hypocrites ! for ye compass 
sea and land to make one proselyte, and when he is 
made, ye make him twofold more the child of hell than 
yourselves," he was not talking out of an experience of 
day before yesterday ; he was talking out of an experi- 
ence of eighteen years ; for eighteen times he had been 
there, meditated upon their evil life and had been dis- 
gusted by it. A sad education was that, but one neces- 
sary to him in all his future ministration along the lines 
of eternal truth. 

These were the influences which surrounded him dur- 
ing those thirty years of silence. These were the pro- 
fessors teaching their one solitary pupil, and fitting him 
for his life-work. 

Naturally we wonder with regard to his personal ap- 
pearance, and there, singularly, little is given to us. 
Did he ever laugh? We are not told. Did he ever 
smile ? No word of it. I cannot but feel that he must 
have smiled when he took the children into his arms. It 
would be impossible not to smile. But he was a Man of 
sorrows, and laughter was probably very rare, if indeed 
he ever laughed. Did he weep? Yes, twice — we have 
the record. What was his complexion ? Was he tall or 
short ? What was the color of his hair ? What was his 
figure ? There is no sign whatever. Of one peculiarity, 
however, there are repeated notices, and that was, the 
look of his eye. Over and over again that is spoken of ; 
evidently it made a deep impression. Now, there is no 



250 THE TEACHER, THE CHILD, AND THE BOOK 

single feature of the human face that is as marked and 
powerful as the eye. You can do wonders with your 
eye if you have got any soul behind your eye. There is 
something or other in the eye, and in the voice, that be- 
tokens power in the individual. 

Note a few of the passages that refer to his power of 
looking : 

Mark 3 : 5 — " When he had looked round about upon 
them with anger." They noticed that silent look. 

Mark 10 : 21 — " And Jesus beholding him, fastened 
his eyes on him." 

Mark 11 : 21 — " And when he had looked round about 
upon all things that were in the Temple." 

Mark 8 : 33 — " But when he had turned about and 
looked on his disciples, he rebuked Peter." 

Luke 22 : 61 — " And the Lord turned and looked upon 
Peter." 

Matthew 14 : 19 — " Looking up to heaven he blessed." 

Luke 21 : 1 — " And he looked up, and saw the rich 
men casting their gifts into the treasury." 

All this shows that his eye had extraordinary power, 
and through his eye his spirit impressed itself upon men. 

Now, here in Nazareth for these thirty years Christ 
lived, and developed and prepared for his three years of 
public ministry. It is worthy of our notice that during 
these thirty years heavenly interest was centred on 
Nazareth, and not on Jerusalem ; for in Nazareth was 
the reality. Nazareth now was the true Zion, because 
there David's Son was — not in Jerusalem. Nazareth 
was the true Mount Moriah, because there the Lamb of 
God was — not in Jerusalem. In Nazareth was the true 



LIFE OF OUK LORD 251 

Temple, because there he was of whom the Tabernacle 
and Temple were but outward typical manifestations. 
In Nazareth was the true High Priest, and not in Je- 
rusalem, for all high priests from the days of Aaron 
down had been mere types of him which was for to 
come. And now he had come. Men still turned to Je- 
rusalem ; but Jerusalem was a chrysalis' shell from which 
the life had departed. Angels turned to Nazareth ; for 
in Nazareth was the reality of which all these types and 
figures had been speaking these fifteen hundred years. 
All these were about to be done away with, and reality 
was to take their place. Yet how blind men were ! 
Nazareth to them was nothing, and Jerusalem every- 
thing. But to all who had spiritual vision Jerusalem 
was nothing and Nazareth was everything, because there 
lived he in whom " dwelt all the fulness of the Godhead 
bodily." 



CHAPTEE XXIII 

LIFE OF OUE LORD (Continued) 

FIRST AND SECOND YEARS OF PUBLIC MINISTRY — STATE OF 
THE JEWISH NATION — JOHN'S PREACHING— JESUS' POPU- 
LARITY — MIRACLES— TEACHING 

Stalker has distinguished the three years of Christ's 
active ministry as first, the Year of Obscurity ; 
second, the Year of Popularity ; and third, the 
Year of Opposition. 

. Before we consider our present study, the Year of 
Obscurity, in detail, we have to consider the condition 
of the nation at this time. There are more than five 
centuries between the return from captivity and Christ's 
coming. Outwardly things had greatly improved. The 
chief sign of this improvement was the absolute absence 
of idolatry. Before the captivity, Israel was always 
backsliding. But after the captivity, there was abso- 
lutely no idolatry, for those seventy years of hardship 
cured Israel forever of that sin. 

There was at this time great reverence for the written 
Word. In order to foster and guide this reverence, we 
find everywhere in the land synagogues. Before the 
captivity there were no synagogues ; now there were 
many. A synagogue was merely a place for prayer, the 
reading of the Word and exhortation. The great differ- 
ence between a synagogue and the temple was this : in the 

252 



LIFE OF OUR LORD 253 

temple only was sacrifice allowed ; in the synagogue no 
sacrifice was allowed. Remembering this, you realize 
that there is to-day, for the Jewish people, nowhere in 
the world any temple. 

In spite of the synagogue, the reverence for the writ- 
ten Word and the absence of idolatry, true religion had 
declined. The Pharisees had grown horribly formal. 
The scribes, who were interpreters of the law, were 
really only parrots. They simply quoted what Rabbi 
This and Rabbi That said. This accounts for the people 
saying, when Christ began to teach, " This man teach- 
eth with authority, and not as one of the scribes." Christ 
gave his own authority as the basis for truth. 

A spirit of ecclesiasticism prevailed ; and wherever 
you find this spirit, whether in ancient or modern times, 
you will find it is a dead and dried spirit. It is like the 
shell of the chrysalis, out of which the butterfly has 
gone. 

Notwithstanding this, there was true piety in the 
homes of the humble. See the godliness in the priest's 
house — Zacharias ; in Joseph's home ; in the homes of 
these apostles — Peter, John, James, Andrew. 

Just at this time, when formalism prevailed, out comes 
John the Baptist. Four and a half centuries had elapsed 
since Malachi had spoken. Now comes John. Of fiery 
temperament, fearless honesty, and of magnificent elo- 
quence, the reputation of this man ran like wildfire. He 
was a man of the desert, and so far as we know, he 
preached in no town. But multitudes thronged from 
Jerusalem and Judea down to the Jordan to hear what 
he had to say. There was no man in his day as popular 



254 THE TEACHEB, THE CHILD, AND THE BOOK 

as this rough but pungent preacher. He told the un- 
varnished truth. There was no veneering on John. 

John preached for about six months, and the burden 
of his preaching was twofold : first, " Kepent " ; second, 
"My Successor is coming." At the close of that six 
months suddenly Jesus came. 

At his baptism there was a remarkable manifestation 
of the Trinity : First, there was the Son ; second, there 
was the Holy Spirit ; third, there was the voice of the 
Father. There you have the first clear manifestation of 
the threefold nature of the divinity — a Father, a Son, a 
Holy Spirit, here were united at the baptism of the Sav- 
iour. This doctrine of the Trinity here so clearly fore- 
shadowed, is a mysterious doctrine. Yet it is no more 
mysterious than many other things. 

The next great experience of Christ in this year of 
obscurity was his temptation. 

This whole story of the temptation is very mysterious. 
It teaches, however, that Satan is a person, not an in- 
fluence. Three of the temptations are given to us ; but 
as Christ was tempted forty days, there must have been 
many forms of temptation which are not recorded. 
These three at the close are given to us as specimen 
temptations, and they are : 

(a) Temptation to the unlawful use of miraculous 
power in his own behalf. Jesus never did that. 

(b) Striking display of his Messianic power. He 
never used his miraculous power for dramatic glory. 

(c) Turning away from his life work. His life work 



LIFE OF OUR LORD 255 

was to do the will of his heavenly Father, and not to get 
earthly possession; and this temptation he resisted as 
well. 

Another experience during this year was that of the 
deputation of priests and Levites to John (John 1 : 19-28), 
to ask him who he was. 

Jesus got his first disciples as the result of John's wit- 
ness bearing. 

Another experience during this year was the marriage 
at Cana of Galilee. This was a family affair. Here we 
are told that he showed forth his glory, and his disciples 
believed on him. The chief glory of that experience was 
this : it set forth the difference between Jesus' life and 
that of John. John was an ascetic, a hermit ; Jesus was 
a family man, and lived with men in cities. The ascetic 
life was very well for John, but it has been overdone 
since then. The whole idea of the church in withdraw- 
ing men and women from the world is a preposter- 
ous idea. Christ stood flat against that. 

Christ lived in the midst of temptation, and stood ; 
and so can I by his grace. 

Another experience during these years of obscurity 
was the first Passover of his ministry. It was at this 
time that he cleansed the temple for the first time. 

It was towards the close of this first year that Christ 
began, through his disciples, to baptize. Christ baptized 
not, but his disciples did. Popularity began to turn 
from John and centre around Jesus. Herein John 
showed his grandeur, in that he rejoiced in that. 

Stalker has rightly called this the year of obscurity, 
because so little is recorded of it. Jesus was in Judea 



256 THE TEACHER, THE CHILD, AND THE BOOK 

the greater part of this year, where the formalism, the 
ecclesiasticism, the deadness of everything was such that 
little could be accomplished. He struck against the 
brick wall of human ambition and pride; and this is 
the reason, doubtless, why after one year of obscurity 
and failure he abandoned Judea and went to Galilee. 

Koughly speaking, the dividing line between the first 
and the second year may be placed with the interview 
with the woman at the Well of Samaria. In Galilee the 
home of Jesus naturally would have been Nazareth, for 
there he had lived for thirty years. But Nazareth re- 
jected him, on the principle that " a prophet is not with- 
out honor save in his own country." Being rejected at 
Nazareth, he made Capernaum his headquarters, and 
Capernaum is spoken of as his own city. The fame of 
the Master had preceded him, so that in Galilee it re- 
quired but a few miracles to rouse the whole population. 
As he went from village to village, multitudes followed, 
so that during the time of his sojourn in Galilee his 
movements were like triumphal processions. 

This life in Galilee was one of ceaseless activity ; and 
this activity was apparent chiefly in two ways : 

First : It was apparent through his miracles. These 
were multiplied beyond any former precedent. I know 
of no time up to the coming of Christ when hundreds of 
miracles were wrought in one day ; but in Christ's time 
this must have been true, for more than once we have 
the simple statement that multitudes came to be healed, 
" and he healed them all " — one sentence there covering 
hundreds of miracles. 



LIFE OF OUR LOED 257 

I. These miracles affected nature • as, for example, 
in the stilling of the wind and the calming of the sea, 
and in the multiplying of loaves and fishes. 

II. They affected man in his threefold nature — 
physical, mental, spiritual. 

III. They affected the spirit world. He commanded 
evil spirits and they came out. He called back Jairus' 
daughter and the widow's son from the spirit world, so 
that their dead bodies were reanimated, and they lived 
again. 

IV. They affected man in his misery. Some one had 
said that man's misery is but the shadow of his sin ; and 
that is true. Christ in ministering to man's misery al- 
wa} r s aimed also at exorcising the cause of it — sin. 

Now, these miracles of his were spiritual object lessons 
always. If he healed blind Bartimaeus, he meant by that 
to say that he could give light and sight to the blind. 
If he raised Lazarus, he meant by that to say that he 
was the resurrection and the life. If he stilled the 
waves, he meant to say that he had power to say to the 
troubled soul, " Peace, be still ! " The five loaves and 
two fishes multiplied — what did that mean excepting 
that " I am the Bread of Life ; he that feedeth on me 
shall never hunger " ? 

I am glad to note how much of happiness all this 
miraculous power must have brought to Christ. It must 
have been a joy to him to heal. It must have brought to 
him sweet satisfaction to send the Syrophcenician woman 
home, and know that when she got home she would 
find the bed rolled up and the medicines put away. Yet 
with all this joy, the power of working miracles must 



258 THE TEACHER, THE CHILD, AND THE BOOK 

have brought him keenest sorrow. He healed ten men 
who were lepers, and nine of them never came back to 
say " Thank you." That must have been like a poniard 
thrust into his tender heart, and the tone of his voice 
must have been exquisitely sad when he said, "Where 
are the nine ? " 

Second : This activity was manifest through his teach- 
ing. The importance of this is less apparent, but more 
real, than that of his miracles. If we had to have one 
of the two — miracles or teaching — we should take teach- 
ing. Fortunately we have both. 

His teaching was characterized : 

(a) By courage and boldness. He taught with au- 
thority. They all noted that. He had experienced 
what he taught. He knew ; others guessed. 

(b) His teaching was largely parabolic. Nearly 
one-third of Christ's utterances are in the form of par- 
ables. How wise that was is very apparent when we 
search the chambers of our own memories. 

(c) In his teaching he was stern against all shams. 
Wherever Christ found any veneering, he stripped it off, 
and wherever he found men wearing masks, he tore them 
away. Oh, for a little more of the spirit of crusading 
against shams ! The world is full of shams : it is full of 
veneering — rosewood on the outside, pine inside ; brown 
stone outside, plain brick inside. 

(d) In his teaching he was endlessly gentle with all 



LIFE OF OUR LORD 259 

penitent wanderers ; thunder and lightning against 
shams. These hypocritical Pharisees would condemn a 
woman who was penitent because she had been bad. He 
condemned them because they were bad, and pardoned 
her because she wanted to turn. It was not confessed 
blindness that Christ condemned, but professed sight. 
If any one confessed he was blind, he healed him. If 
any one professed that he saw, he let him alone. 

Divine truth goes by contraries. If we confess our 
sins, God forgets them y if we forget our sins, God re- 
members them. 

In all his teaching there was one dominating theme : 
The kingdom of God, and himself as its centre. How is 
it, then, you may say, that the disciples had misunder- 
stood him in his teaching ? Doctor Stalker puts this 
beautifully. He says : " They misunderstood him be- 
cause they emphasized the wrong word. They empha- 
sized ' kingdom of God,' and he emphasized ' kingdom of 
God. 9 " There is a tremendous truth. 

Third : This activity was apparent through his found- 
ing of the apostolate. This was a marked experience of 
the second year. It was not till he went to Galilee that 
he formally asked his disciples that they should literally 
follow him. 

Discipleship was marked by three stages : 

(a) A spiritual following ; 

(b) A literal following ; 

(c) The apostolic appointment. 



260 THE TEACHER, THE CHILD, AND THE BOOK 

When John said in the first year, " Behold ! the Lamb 
of God, which taketh away the sin of the world," two of 
John's disciples left him and followed Jesus, after that, 
however, they returned to their calling as fishermen. 
When, however, at the sea of Galilee he says to Andrew 
and Peter and James and John, " Follow me," that meant 
a literal following. And from that day they forsook 
home and nets and all, and wherever he went they went. 

In the second year there came the third stage, and 
that was the appointing of twelve men to be his per- 
manent apostles. 

Till the Ascension Christ taught them ; after Pente- 
cost the Holy Spirit taught them, and in both cases their 
Teacher was divine. 

There are nineteen personal interviews with Christ re- 
corded, and he paid as much attention to one as though 
that one were the only existing creature. 

In all this teaching I want to call your attention to: 
some things that Jesus did not say : 

(a) He never attempted to prove the existence of God ; 
he took it for granted. And in my humble judgment, 
arguments to prove the existence of God are wasted 
breath. God is; and from that we start. We do not 
start from "God isn't," and then first prove that he is. 
We say, " God is." 

(b) He never argued that man was a fallen creature ; 
he took it for granted. And from that standpoint he 
went right on. ¥o use arguing that man is a sinner. 
If you don't believe it look in your own heart. 



LIFE OF OUR LORD 261 

(c) He never argued to prove the other life ; he 
simply took it for granted. 

This Year of Popularity came to a sudden end. It 
ended with the miracle of the feeding of the five thou- 
sand. It was cut off short there. 



CHAPTER XXIV 

LIFE OF OUR LORD (Continued) 

THIED YEAR OF PUBLIC MINISTRY — OPPOSED BY ECCLE- 
SIASTICS — HIS HUMBLE ORIGIN — THE COMPANY HE KEPT — 
HIS SABBATH WORK — ARREST — TRIAL — THE END 

The culmination of our Master's popularity was reached 
at the time of the feeding of the five thousand. From 
John's narrative we learn that the enthusiasm of the 
thoughtless multitude was so roused by that miracle, 
that they wanted by force to make him king. A Mes- 
siah who could feed them for nothing seems to have 
been their ideal. This desire on the part of the multi- 
tude Christ sternly curbed, for we read that " he sent the 
multitude away." He knew perfectly well that if they 
tried to make him king, the Roman government would 
at once intervene, he would be found guilty of treason, 
and thus his whole life's work would be ruined. The 
apostles themselves sympathized with this effort of the 
multitude to make him king, as is perfectly apparent 
from the statement that he " constrained " the apostles 
to get into a ship and go to the other side. That word 
" constrained " shows that they were unwilling to go, 
and had to be forced. On the next day, however, when 
the multitude followed Christ, and he tried to make a 
spiritual application of the miracle of loaves and fishes, 
they refused to receive his teaching. He wanted them 

262 



LIFE OF OUR LORD 263 

to eat spiritual bread, and they wanted baker's bread. 
When he spoke to them about the " Living Bread which 
cometh down from heaven " being his flesh, they were 
offended, and many of them went back. It was then 
that he turned to his apostles and said, " Will ye also 
go ? " And then Simon Peter said : " To whom shall 
we go ? Thou hast the words of eternal life." 

From that day on Christ's popularity waned, and the 
miracle of the feeding of the five thousand marks the 
dividing line between the Year of Popularity and the 
Year of Opposition. For the first six months of this 
third year Christ stayed for the most part in Galilee ; 
though even during these six months he was part of the 
time in out-of-the-way places. The record shows that he 
went to Decapolis, Cesarea Philippi, and the coasts of 
Tyre and Sidon. This was as far north as our Lord ever 
traveled ; from the Jordan to Tyre and Sidon. At the 
end of six months Christ left Galilee, and the next six 
months he spent east of the Jordan, journeying slowly 
to Jerusalem. All this time the Pharisees were intensely 
interested in his course, and were watching him closely. 
They dogged his footsteps from town to town and from 
village to village. Of these Pharisees there were at this 
time about six thousand in Palestine, and they were the 
acknowledged spiritual leaders of the people. All this 
merely intensifies their moral turpitude. 

All this time they opposed him : 

(a) For his humble origin. " The carpenter's son," 
they said. Had he come from some aristocratic family, 
they would have been more favorably inclined towards 



264 THE TEACHER, THE CHILD, AND THE BOOK 

him. Had he been a graduate of the schools, they might 
have smiled upon him. Had he affiliated with them, 
they might have looked towards him with some measure 
of complacence. But he sprang from a carpenter's 
family; his town was Nazareth, and his country was 
Galilee ; so they despised him. 

(b) For the company that he kept. "This man re- 
ceiveth sinners," they say, "and eateth with them." 
They could not understand that he came to seek and 
save the lost, and not the righteous ; that he affiliated 
with the outcast to lift them up. 

Kemember, please, our Lord never paid the slightest 
attention to position, to education, to wealth, as such ; 
never. He only looked at individual men and women, 
saw their deepest need, and strove to minister to it. 
There is danger, even in modern times, of our turning a 
cold shoulder to the illiterate and poor, and those of poor 
families. Our Master simply went to any and all. Any 
one who needed his help, he was willing to befriend. 

(c) For his failure to observe and teach small cere- 
monies, such as ablutions. The Jewish theory was that 
invisible devils were everywhere, and that if the believer 
handled things in the market-place devils cleaved to his 
fingers, and then, eating with unwashen hands, the devils 
entered into him. Therefore they always washed their 
hands when they came from the market. The Master 
repudiated such teaching as that. Human nature is the 
same everywhere. Men are still passing by the greater 
and insisting on the less. 



LIFE OF OUR LORD 265 

(d) Especially, for his disregard of the Sabbath laws 
as laid down by the rabbis. They were always watch- 
ing to see whether he would keep the Sabbath day ; and 
once when he healed a man on the Sabbath day they 
found fault. 

Some one may say, " Why w^ere they not overwhelmed 
by his miracles ? Why did not this tremendous manifes- 
tation of divine power cause them to hold their peace ? " 
It is clear that they could not deny his miracles. What, 
then, did they do ? They attributed them to Beelzebub. 
They could not deny the power, and so they ascribed it 
to Satan. Then it was that Christ spoke concerning the 
unpardonable sin. The unpardonable sin consisted in 
ascribing devilish works to the divine Spirit. To this 
day that is the unpardonable sin, and there is no other 
unpardonable sin but that. Remember that when you 
meet people who think that they have committed the 
unpardonable sin, and explain it to them. 

At last, however, the end came. It was not at the 
time that the authorities desired it to come ; for they 
distinctly and repeatedly said, "Not on the feast day, 
lest there be an uproar among the people." There were 
countless multitudes of people who believed in him in a 
sense. They believed he was a prophet, was to ascend 
the throne of David, and was to overthrow the Roman 
power. They feared that if they tried in Jerusalem on 
a feast day to arrest him, when multitudes from all over 
the land were there to see his works, they would arise 
and rescue him. Why should they fear an uproar ? 
Because that would bring the Roman power down on 
them, and then they would be discomfited. Neverthe- 



266 THE TEACHEE, THE CHILD, AND THE BOOK 



, XXiiJ VHXiJi', 



less, it came on a feast day, through causes over which 
the}^ had no control. Events hastened to a crisis irre- 
sistibly. 

Among these events the following were chief : 

(a) His triumphal entry. That galled them. All the 
multitude cried, " Hosanna ! " The city was moved. 
He was the central figure at that feast, and they, no- 
where. Their hearts were full of envy at his popularity, 
and this culmination of it was the emptying of the cup 
of bitterness that had been put to their lips. 

(b) The result of their efforts to discomfit him. See 
Matt. 22 : 15, 23, 34. They saw his popularity at this 
time in Jerusalem, and they tried argumentatively to 
meet him and upset him. 

(c) His awful denunciation of them that followed this 
argumentative feature. After he was through, he began 
to speak unto the people, saying, " Woe unto you, scribes 
and Pharisees, hypocrites ! " and they had to listen to 
that. And he spoke there, as always, as one having au- 
thority. That made them gnash their teeth with terri- 
ble wrath at this Man. The fact is, Christ was forcing 
the fight, and was coming off victorious. 

(d) The crisis came when Judas, disappointed, offers 
to betray him. Remember the cause of Judas' disap- 
pointment and anger. On Saturday night in Bethany 
the Lord was at the table of Simon, the leper. There 
Mary anointed him with the costly ointment, and there 
Judas said : " Wherefore this waste ? Why was not 



LIFE OF OUR LORD 267 

this ointment sold for so much, and given to the poor ? " 
Judas wanted that money in the purse to appropriate for 
himself. Then the Master denounced him at the dinner 
table, and as a result Judas sought for opportunity to 
betray him. And when just at this culmination, after 
the triumphal entry, after their efforts to discomfit him, 
after their discomfiture by him — when at that crisis 
Judas came and said, " What will you give me, and I 
will deliver him to you," they seized upon that, urged 
on by their terrible wrath. They accepted Judas' offer 
in the hope that the trial and the condemnation might 
be rushed through. This hope of theirs will explain, as 
nothing else will, their dire haste after he was arrested 
on Thursday night. Kemember, after midnight it was, 
that he was arrested ; by nine o'clock next morning he 
was nailed to the cross. Why that haste ? Lest the 
people should organize a rescue when they heard what 
was going on. 

This brings us to the trial of Jesus. This trial was 
twofold : First, Ecclesiastical. They must condemn 
him according to their ecclesiastical law. This eccle- 
siastical trial was threefold : 

(a) Before Annas as their real high priest. Caiaphas 
was the oflicial high priest. But first they took him to 
Annas. 

(b) Before Caiaphas. These were preliminary exam- 
inations, for the Sanhedrim could not be convened legally 
before sunrise. Meantime, however, the Sanhedrim was 
being gathered together as rapidly as possible. 



268 THE TEACHER, THE CHILD, AND THE BOOK 

(c) Before the Council. The charges before the Coun- 
cil were purely ecclesiastical : that this Man blasphemed ; 
that this Man spoke against the Temple ; that this Man 
broke the laws of Moses. They had nothing to do with 
civil causes, and on these ecclesiastical charges, though 
supported by no competent witnesses, Christ was con- 
demned by the Sanhedrim. They then condemned him 
as worthy of death, but they had not the power of in- 
flicting the death penalty because they were under the 
Roman dominion. 

Therefore they pushed on for the second trial, which 
was: 

The Civil Trial. This was before Roman authorities, 
and was threefold also : 

(a) Before Pilate. 

(b) Before Herod. 

(c) Before Pilate again. 

In all three he was acquitted, each one saying, " I find 
no fault in this man." In the civil trial the charges were 
entirely political. Before Pilate and Herod they said 
nothing of blasphemy at all : they simply said : " This 
man forbiddeth to give tribute to Caesar." " This man 
setteth himself up as king." Yet each of these two men 
pronounced him innocent. The Jews, however, had one 
argument with Pilate that they reserved till the last. 
Pilate had been guilty of grave offenses against the 
Roman government, and he knew it, and they knew it, 
and they were ready to prefer charges against him at 



LIFE OF OUR LORD 269 

Rome. When, therefore, the leaders saw that Pilate 
was not disposed to yield, they said, " If thou release 
this man, thou are not Caesar's friend." There was a 
covert hint as to what they would do ; they would tra- 
duce him to Caesar. Then Pilate gave command that it 
should be as they desired. All this was done before nine 
o'clock. It was rushed through with impetuous haste. 
The people had kept late Passover the previous night, 
and were sleeping late that morning, and therefore were 
not thoroughly aroused, and did not know what was 
going on until it was too late. You may say, " How 
about the multitude that cried, i Crucify him ! Crucify 
him ! ' " Those were hireling multitudes. You will 
often hear it said that the multitude who cried on Sun- 
day, " Hosanna ! " cried on Friday morning, " Crucify 
him ! " That is not true at all. Those were two differ- 
ent multitudes. The result of all this was that by nine 
o'clock Christ hung on the cross. 

Christ hung on the cross from nine o'clock till three 
o'clock. I will merely call your attention to three things 
regarding these six hours : 

(a) Both Jews and Gentiles combined in condemning 
him. We, so to speak, had a part in his condemnation. 

(b) The Roman legion at that time in Jerusalem was 
a German legion. Germans are our ancestors. These 
Germans crucified him. 

(c) Our Lord prayed for those who crucified him. As 
I interpret it, this was for those who crucified him 
actually, not for others. And the beginning of the an- 



270 THE TEACHER, THE CHILD, AND THE BOOK 

swer to this prayer Christ himself saw. The centurion 
said : " Truly, this was a righteous Man." 

The most striking thing with regard to our Lord's 
experience on the cross is that pertaining to the two 
thieves. Note here that both vituperated him at the 
start ; that by and by, one ceased ; and later on that one 
spoke up in his defense. Led by the Spirit of God there 
came to him conviction, contrition, conversion and con- 
fession. That is the brightest spot in all the crucifixion 
scene. Peter's faith is failing, and John is giving up ; 
Mary has a sword piercing through her own heart ; 
Scribes and Pharisees are taunting him, and all the 
world is beginning to disbelieve in him, when there rises 
a light as from the other world, and that light streams 
from the cross of a thief. No one speaks one word for 
Christ that day, that we know of, excepting the penitent 
thief ; and right boldly he speaks out. Note how much 
there is in that man's brief prayer. " Lord," he says, — 
whom is he speaking to ? A crucified Man next to him, 
and he calls him " Lord." Nobody else called him Lord, 
that day. " Lord," he says, " remember me when thou 
comest into thy kingdom ; " that is to say : " This cruci- 
fied Man next me is a King, and if he remembers me, it 
shall be well with me." 

In these nine words are compacted all that faith of 
which I have spoken as the foundation of that man's 
spiritual hope. Peter could not rise to such a height 
that day ; nor John, nor Mary. But he rose to it. This 
shows what the Holy Spirit can do when he comes into a 
man's heart who is teachable. He can lead the man out 
as on steps of light. 



LIFE OF OUR LORD 271 

Christ died in six hours. How was that possible ? 
The two thieves were living on. As a rule criminals 
lived at least twenty-four hours on the cross, not infre- 
quently two days, sometimes three ; and Christ with a 
perfect physique, never abused by sin or careless life, 
died in six hours. The only explanation of that that is 
credible is that given by Dr. Stroude in his book, " The 
Physical Cause of the Death of Christ." He claims that 
Christ died literally of a broken heart, i. e., this physical, 
material heart broke. He claims that this is so because 
just before he died he cried with a loud voice. The 
Greek emphasizes that. " With a great voice." 

Christ had full physical power the moment before he 
died, and then with one tremendous cry of agony, his 
heart broke. Literal rupture of the heart has taken 
place under excessive sorrow. It is a rare thing, but it 
is a recorded fact ; and Christ's death was a death be- 
cause of excessive sorrow — it was not the nails that killed 
him, but excessive grief. He put his life under the 
crushing burden of our sins voluntarily, and that burden 
broke it. 

Thus the end was reached of his earthly life for the 
time being, and this left the disciples plunged in absolute, 
unmitigated darkness. 



CHAPTEE XXV 

LIFE OF OUE LORD (Continued) 

THE LAST WEEK BEFOEE HIS CRUCIFIXION — HIS FRIENDS 
— HIS FOES— HIS TRIUMPH — EVENTS OF MONDAY — TUES- 
DAY—THURSDAY AND FRIDAY— THE DESPAIR OF THE 
DISCIPLES 

Though in our last chapter we spoke in general of 
the last days of our Lord's life, yet the last week is one 
of such vast importance that it seems well, even at some 
little repetition, to go over its chief events with more 
care than we have yet done. With this in view we now 
propose to consider the last week before the crucifixion, 
so as to fix its story in the mind of the reader as firmly 
as possible. 

In order to simplify the story and bring out its salient 
points most clearly, we shall divide what we have to 
say under the following heads : 1. Christ's friends. 
2. Christ's foes. 3. Christ's triumph. 4. The tem- 
porary triumph of his foes. 5. The despair of his dis- 
ciples. All of these are compacted into the bitter expe- 
riences of that one week. They mark the culmination of 
a life such as never before blessed this world, and are 
well worth our most careful and prayerful attention. 

i. Christ's friends. Of these there were many. In 
the first place, we have his apostles. Then there were 

272 



LIFE OF OUR LORD 273 

many others who believed on him, for there were thou- 
sands to whom he brought blessing both in body and 
soul. From all over the land they came to Jerusalem to 
attend the feast of the Passover ; but many also came to 
see Lazarus, whom he had raised from the dead, and 
many came to see Christ, for they seem to have had the 
thought that he would at this time show himself as the 
king of Israel, whom they had so long waited for. 
Probably there were thousands of those whom he had 
healed, or to whose families he had ministered, and other 
thousands who had heard him preach, all of whom were 
enthusiastically devoted to him. It was from this multi- 
tude that the songs of praise arose, as he rode into the 
city of David on Palm Sunday. It was this same multi- 
tude, of whom his foes were so afraid that they declared 
that they could not arrest him on a feast day, " because 
they feared the people." Had Jesus chosen to proclaim 
himself David's successor, this is the throng that would 
have hailed him, and have crowned him their king. 

2. Christ's foes. These were not so numerous as his 
friends, but they were the leaders of the people. Scribes, 
Pharisees, chief priests, were all in this catalogue. At 
first, when Jesus began to teach, they had watched him 
to see whether they could use him for their own political 
purposes. If he had made himself one with them in their 
ambitious schemes, they would, doubtless, have hailed his 
advent with delight. Their aims were all earthly. They 
wanted to expel the Romans, and set up a purely Jewish 
government, with their own members as leaders. Any 
one who could succeed in doing this would have been 



274 THE TEACHER, THE CHILD, AND THE BOOK 

hailed by them with joy. But as time went on, and they 
saw that Jesus had no such aim as this, they began to 
antagonize him. 

Then, too, he did not observe many minor ceremonies to 
which they attached undue importance, such as the cere- 
monial washing of hands, of pot and cups, etc. For this 
they condemned him, not realizing that the inner spirit 
of true religion was of vastly more importance than the 
observance of rites and ceremonies. He refused to keep 
the Sabbath day in the absurd manner in which they 
observed it, and this made them very angry. Then, 
again, he mingled with the common people, and did not 
refuse to receive publicans and sinners, and to eat with 
them. In this way they thought that he defiled himself, 
and, of course, they condemned him for this also. 

In his teaching they heard him say, " Ye have heard 
that it hath been said by them of old time, . . . 
but I say unto you." This they thought was arrogant, 
and they took offense that one who was a carpenter, 
and whose family was obscure, should speak in this 
way. Had he come from a "good" family, they 
might have stood it ; but to have a " common man " 
teach in this self-reliant way was too much for these 
ambitious men. All this anger and jealousy was 
increased by his popularity, for they saw that thousands 
on thousands followed him, and that he was every day 
gaining followers. The common people heard him gladly, 
and were full of his praises. 

The anger of this set of men was further increased by 
his first cleansing of the temple. They had allowed all 



LIFE OF OUR LOED 275 

manner of things to go on in the temple court that were 
dishonest, and that ill became the house of God. It was 
their business to have remedied this, but on account of 
the gain that came to the priests they permitted it to go 
on. His action in driving out the money-changers and 
the sellers of doves was a condemnation of their course 
that they felt and did not soon forget. 

Add to this his frequent rebukes of their conduct, and 
remember that they were openly delivered, and that the 
men whom he rebuked considered themselves far above 
him, and you will see how their hatred grew more and 
more bitter as the years went on. Long before this last 
week in his life they had made up their minds that he 
must die. He was in their way, and as they could not 
stop his teaching, and could not deny his great miracu- 
lous power, they felt that the only way to get rid of his 
presence was to do away with him altogether. 

Now just as Christ's friends had rallied in great num- 
bers at this feast of the Passover, so his foes had rallied 
also. Their one theme of conversation before that feast 
was as to whether Jesus would come to it or not. There 
is little doubt that they hoped that he would not come, 
for they feared the enthusiasm of the people, and dreaded 
the outcome of any popular demonstration. So when he 
did come, they watched his every movement with the 
utmost anxiety, lest he should take advantage of the 
throngs present, and achieve some notable success. As 
a result of conference with one another, they had agreed 
that they would not do anything to anger the people, 
lest they themselves should lose ground in their opposi- 



276 THE TEACHER, THE CHILD, AND THE BOOK 

tion to this teacher. True, they had already decided 
that they might take him by subtilty and kill him, but 
they also said : " Not on a feast day, lest there be an up- 
roar among the people 4 ' (Matt. 26: 3-5). This then 
was the critical situation of affairs when Jesus came to 
Bethany on Friday evening before the Passover. Now 
we will trace the current of events that culminated in 
his death and burial. 

3. Christ's triumph. Friday evening Jesus arrived 
at Bethany. The next day was the Sabbath. That 
evening he dined at the house of Simon the leper, and 
there he was anointed by Mary, while Judas murmured. 
On the next day he rode in triumph into the city. All 
his friends were there and united in praising him as the 
Son of David. Of course, all this made much talk in 
that city, for every one there knew of what had hap- 
pened, and was discussing it. The result was that 
the Pharisees saw that their party was losing ground, 
and they said among themselves, " Perceive ye how ye 
prevail nothing. Behold the world is gone after him." 

On Monday Jesus again went into Jerusalem. Here 
for the second time he purified the temple, and healed 
the lame and the blind. The children, who were there, 
broke out in praise of him as the Son of David. He 
at this time reproved the priests and scribes, who, he 
knew, wanted to destroy him, and were restrained only 
because they feared the people. That evening he again 
went to Bethany, where he spent each night from Friday 
till the next Wednesday. 



LIFE OF OUR LORD 277 

On Tuesday he once more went to Jerusalem. By this 
time the hostile party had taken counsel together. They 
had made up their minds that as they did not dare attack 
Jesus openly, they would try and undermine his author- 
ity with the people by covert assault. They chose out 
their shrewdest men, and met him in the temple court, 
in the presence of a vast throng of people. Then they 
presented to him such questions as they thought would 
perplex him, and lead him to give a wrong reply. In 
that case, they planned to turn to the people at once and 
say, " See ! this man whom you praise is wrong in his 
teachings, and, therefore, you are unwise in your ad- 
miration of him." He came out ahead in that conflict, 
and triumphed over his adversaries. Then it was that 
he turned to the multitude, and began that terrible 
arraignment of the Scribes and Pharisees, which we find 
in Matt. 23 : 2-39, commencing, " The Scribes and 
Pharisees sit in Moses' seat : All therefore whatsoever 
they bid you observe, that observe and do, hut do not ye 
after their ivories : for they say, and do not." Be sure to 
read all that he said, and, in doing so, remember that he 
was denouncing the rulers of the nation, and was doing 
it in the presence of thousands of people. In this way 
you will realize better how they must have smarted 
under these scathing words, and have hated the one who 
uttered them. 

That evening, after he had gone out to Bethany, his 
foes held a secret council, and, stung by his denunciation 
of them, agreed to give Judas thirty pieces of silver if 
he would betray Jesus to them, at some time and place 



278 THE TEACHER, THE CHILD, AND THE BOOK 

where the multitude would be absent. The way in 
which Judas came to betray his Master was (as I con- 
ceive it) as follows : At some time he was appointed 
to be the treasurer of the twelve. His duty was to 
receive and expend the contributions that friends gave 
for the support of the disciples. He yielded to the 
spirit of covetousness, and stole part of that which he 
received. This evil spirit grew on him. At the feast in 
Simon's house on that last Saturday evening, he was 
angry because Mary spent so much in anointing the 
Master's feet. He wanted Mary to give him that precious 
ointment. He would then have sold it, and have re- 
tained part of the proceeds. When the Master rebuked 
that covetous spirit, Judas was angry. He knew that 
the enemies of Jesus were ready to pay any one who 
was able to betray him into their hands. So he 
thought, " If I cannot have money in one way, I can in 
another." Led by his wicked desires, he went off at 
once to the chief priests, and said " How much will you 
give me if I betray Jesus into your hands ? " He then 
accepted their offer, and from that moment he laid his 
plans to carry out his bargain. 

The next day was Wednesday. All that day Jesus 
seems to have remained quietly in Bethany, resting 
before the breaking of the storm that was now so 
near at hand. What he did or said on that day we are 
not told. 

On Thursday, too, the Master remained in Bethany, 
until the afternoon. Then he sent two of his disciples 



LIFE OF OUR LORD 279 

into the city to prepare for the celebration of the Pass- 
over, and later in the afternoon he followed them with 
the rest of the disciples. There, in the upper chamber, 
they partook of the Passover. Then Jesus went on, 
and instituted the Lord's Supper, before which, however, 
Judas went out to carry out his bargain with the chief 
priests. While the Lord was speaking the words that 
are found in John 13-17, Judas was busy with his ar- 
rangements for the betrayal. Then Jesus went forth to 
the garden of Gethsemane, and there he passed through 
that agony in the garden, which drew the bloody sweat 
from his brow. It was now late, and pious believers 
were all through with their Passover celebrations, and 
had gone to rest. The city was quiet, and all of Jesus' 
friends were wrapped in slumber. It was a good time 
for his enemies to be astir. 

4. The temporary triumph of his foes. They had not 
intended to bring their opposition to a head at this time, 
for Christ had too many of his friends present, and they 
were afraid of a tumult. But when his attacks on 
them in the temple court angered them, and at the same 
time Judas came with his offer of secret betrayal, they 
thought that they saw the way clear to push their hatred 
of him to its legitimate end. So they took prompt ac- 
tion, and after midnight arrested him. Having taken 
this step, it was of the highest importance that the trial 
should be pushed through with the utmost swiftness, 
before his friends should be awake the next morning. 
Only this dire necessity will account for the way in 
which his foes acted. 



280 THE TEACHER, THE CHILD, AND THE BOOK 

The trial was a manifold one. It was both ecclesi- 
astical and civil. For, in the first place, the Jews wanted 
him tried by their own authorities, so that they could 
condemn him as a blasphemer. But, in the second place, 
they wanted him put to death ; but as they had not the 
power of life and death, which the Roman government 
held in its own hands, they had to go before the Roman 
governor and have him condemn Jesus to death on the 
charge of treason against the government. This will 
explain why they first went before the Sanhedrim. Here 
the charges were entirely religious. They included the 
charges of Sabbath breaking, and of blasphemy in speak- 
ing against their temple, and of making himself equal with 
God. With all haste the great council was called to- 
gether, so that they might get through their work and 
pass the matter over to Pilate before the people should 
be awake and, perhaps, attempt a rescue. In spite of 
the fact that their witnesses did not agree, they all voted 
that he was guilty of blasphemy, and condemned him to 
death. Then they, with one accord, rushed over to the 
judgment hall of Pilate, and there again began to accuse 
him. 

The Roman trial. Before Pilate they utterly aban- 
doned their religious charges, and brought forth political 
charges, such as that Jesus forbade men to pay their 
taxes, and that he set himself up to be a king, thus being 
guilty of treason. Of course, all this was false ; but any- 
thing that would serve to have him condemned was used, 
without regard to its truth. Pilate soon found out that 
there was nothing in their charges, and that Jesus was 



LIFE OF OUR LORD 281 

innocent. Again and again he affirmed his conviction 
that there was no fault to be found with the prisoner. 
In his effort to escape condemning Jesus he sent him to 
Herod, who was in the city at that time. But neither 
did Herod find in him anything blameworthy. So he 
sent him back to Pilate. 

Through all this farce of a trial the chief priests had 
men of their own choosing, " sons of Belial," to back 
them up by their wild outcries against Jesus. Whenever 
they saw Pilate waver for a moment, they filled the air 
with their cries of " Crucify, crucify ! " Still Pilate re- 
fused, until at last the ecclesiastics used one argument as 
their last and most effective, saying that unless Pilate 
condemned the prisoner he was not loyal to Caesar. 
Pilate understood by this what they meant ; namely, 
that they would complain of him at Rome. Of this he 
was afraid, for his standing there at this time was none 
too good. So he gave sentence that it should be as they 
required. 

Now bear in mind again the haste with which all this 
was done. The trial before the Sanhedrim and the two 
before Pilate and Herod, the condemnation and the cru- 
cifixion itself, were all pushed through before nine o'clock 
in the morning. This was lest the people (who had been 
up late the night before celebrating the Passover, and 
who, therefore, were late in rising) should rally to his 
rescue. In this they showed their diabolic shrewdness, 
and in it, too, they were successful. For by nine in 
the morning it was all finished, and Jesus was hanging 
to the cross, guarded by Roman soldiers, and an attempt 



282 THE TEACHER, THE CHILD, AND THE BOOK 

at rescue would have been useless. Then with truly 
devilish joy, these chief priests and scribes and elders 
mocked him, saying, " If he be the king of Israel, let 
him now come down from the cross, and we will be- 
lieve him." How false this was is apparent from the 
fact that three days later he arose from the dead, and 
instead of believing him they lied about the whole mat- 
ter, and still refused to believe. So for a while his foes 
triumphed over him, and were filled with joy at their 
success. 

5. The despair of his disciples. This was absolute. 
For three years all their hopes had centred on this 
prophet. They had seen his wonderful works, and heard 
his wonderful words, and they hoped that it had been he 
which should have redeemed Israel. Of course, they knew 
all about his birth and the angelic chorus on Bethlehem's 
plain. They knew about his baptism, and the voice 
from heaven, and the descent of the Spirit. And they 
fully accepted him as the Messiah. So they believed 
that he would triumph over all his foes, and sit on the 
throne of David in Jerusalem. When he spoke to them 
of his rejection and humiliation, they would not listen, 
and, indeed, once Peter rebuked him for talking in that 
way. Of his prediction that he Avould be crucified they 
took no notice, for they thought that the Son of man 
never could die such a death. To the very last they 
expected a triumph and not a defeat, least of all, 
such a defeat. So when they saw him on the cross, 
and heard his last cry, and saw that he was dead, all 
their hopes perished. They felt that in some cruel way 



LIFE OF OUR LORD 283 

they had been deceived, and that he was not what they 
had thought him to be. That he would rise again from 
the dead never once crossed their minds, so they simply 
laid his body away in the tomb, and went away in 
despair. A gloomier company than that which met in 
Jerusalem on Saturday and Sunday morning the world 
has never seen. How they must have discussed it all, 
and wondered what it all meant. But in all their dis- 
cussion, never once was it suggested that they should 
ever see him alive again, or we may be sure that they 
would have themselves set a watch at that tomb. But 
not only did they not think it worth their while to do 
this, but they never went near the sepulchre in any way ; 
and when, on Sunday morning, the women went to the 
grave to embalm the body, the apostles did not go with 
them. What was the use ? He was dead, they were de- 
ceived, and the hopes that they had cherished for three 
years were vain. 



REVISED AND ENLARGED 



WAYS OF WORKING 

OR, HELPFUL HINTS TO SUNDAY- 
SCHOOL WORKERS OF ALL KINDS 

By Rev. A. F. Schauffler, D.D. 
232 pp. Cloth, $1.00 



The new edition contains a chapter on the Relation of the Pastor to 
the Sunday School, a supplementary chapter on The Blackboard (illus- 
trated), and one on the Home Department. Everybody should have 
this book. It covers every phase of Sunday-school work in a clear, 
instructive manner, and cannot fail to be of marked benefit to every 
worker. It has received the highest commendations from the relig- 
ious press and the leading Sunday-school men. Below we give a 
proof of them. 

" The appearance of a really helpful manual for Sunday-school teachers 
or superintendents is a noteworthy event. Dr. Schauffler has given us the 
ripe results of his experience as superintendent and a teacher of teachers. He 
takes up the various phases of a superintendent's work, and shows what 
constitutes success, how success is often lost, and how it may be won." — 
6". >S". Times. 

"This is a capital book. So far as the teacher and the method go, it 
leaves nothing unsaid. Dr. Schauffler's book is the very best book for 
teachers, and on teacher's methods, that we have seen." — The Independent, 
New York. 

" It unlocks the door to the treasure-house of Sunday-school success." — 
F. N. Peloubet, D.D. 

" The best all-around book for a Sunday-school worker I know of." — 
Marion Lawrence, Sec'y Ohio State S. S. Association. 

" Cannot fail to be of value in the hands of all Sunday-school workers." 
— IV. H. Hall, Sec'y of Conn. State S. S. Association. 

"Dr. A. F. Schauffler, who is widely known as one of the most expert 
and distinguished Sunday-school men of our time, has prepared a book en- 
titled ' Ways of Working.' 

" As the title suggests, it is a statement of methods, and abounds in prac- 
tical suggestions concerning all departments of Sunday-school work, the 
duties of every officer, and all particulars which are likely to suggest them- 
selves. It is based upon long and varied personal experience and observa- 
tion. It is written in a clear, simple, telling fashion, and will take rank at 
once in Sunday-school literature as a standard publication." — The Congre- 
gationalist. 



W. A. WILDE COMPANY 

BOSTON AND CHICAGO 



THE BLACKBOARD IN 
THE SUNDAY SCHOOL 

By Henry Tttrner Bailey, State Super- 
visor of Drawing of Massachusetts 
Price, bou7td in cloth, 75 cents, postpaid 

" Henry T. Bailey is peculiarly fitted for the task of writing on 'The 
Blackboard in Sunday-school,' being at once an ardent Sunday-school man, 
a student of teaching methods, and officially the Siate Supervisor of Draw- 
ing for Massachusetts. The manner of the book is in Mr. Bailey's most 
winning vein, clear, lively, informing, independent, and original. It is par- 
ticularly designed to teach the uninitiated some of the fundamentals of draw- 
ing, and especially blackboard drawing, including lettering, of course. The 
book is full of clever little turns of expressi* n, sometimes direct, and some- 
times aside. That the blackboard has been badly abused and overdone in 
some of the Sunday schools is beyond question. Mr. Bailey is careful to 
adminster the caution that the 'acrostic may be easily overdone.' Many 
a person who is not a Sunday-school superintendent or teacher will derive 
enjoyment, to say nothing of profit, from this learned, beautiful, abundantly 
illustrated, and otherwise admirable book.'' — The Sunday School Times. 

"This new book on the blackboard is beautifully gotten up and most at- 
tractive. Much of the matter that deals with the principles of teaching is 
first class."— Rev. A. F. Schauffler, D.D. 

THE BLACKBOARD CLASS 
FOR PRIMARY SUNDAY- 
SCHOOL TEACHERS 

By Florence H. Darnell 
Price, 25 cents, postpaid 

The purpose of this little book is to aid those teachers who desire to illus- 
tra'e their work, and yet feel that they have nut the ability to draw. Believ- 
ing that " the power to draw is innate in every one," the author has prepared 
a series of lessons which develop this ability by easy stages. The lessons 
begin with simple drills in straight lines and circles. Gradually they grow 
more difficult, until the pupil who has practised faithfully is able to draw any 
ordinary picture. 

The Twenty-third Psalm, the Parable of the Sower, and other special il- 
lustrations are carefully taught. 

" By easy and gradual steps the learner is shown how to use the crayon, 
thus gaining, by daily practice, skill in simple illustration of the lesson. This 
little book is suggestive not only to primary teachers, but helpful to mothers 
who seek to interest the children at home." — The Sunday School World. 

" I would say that Miss Darnell's experience in giving directions for black- 
boards to Sunday-school Primary Teachers has enabled her to make a most 
practicable book for all teachers. It is just such a book as Primarv Sunday- 
school Teachers desire to have and greatly need." — Mrs. Wilbttr F. Crafts. 

W. A. WILDE COMPANY 

BOSTON AND CHICAGO 



KA 



4Y17 1905 



MAY 16 1902 

1 COPY DEL »OU*l 
MAY ,? 1902 

MAY 24 1902 



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